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-OF THE- 



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EDUCATION 







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CLARKSVILLE, TENNESSEE 



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Howell School. 



♦ .♦Hnnual IReport.., 



OF THE- 



BOARD OF EDUCATION 



-OF THE- 



City of Clarksville 

FOR THE 

TWENTY FOURTH 

SCHOLASTIC YEAR 
I900-'0I 



Clarksville, Tenn.: 

w. p. titus, printer and binder. 
1901. 



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MEMBERS OF CONSOLIDATED BOARD. 



For the City. 



John S. Neblett _ Term Expires March, 1903 

Rev. George Summey Term Expires March, 1904 

C. D. Runyon Term Expires March, 1902 



For the District. 

M. C. Northington Term Expires August, 1902 

Wm. Kleeman Term Expires'August, 1902 

B. L. Rice Term Expires August, 1902 



Officers of the Board. 

Rev. George Summey President 

C. D. Runyon Secretary and Treasurer 

J. W. Graham Superintendent 



Committees. 

Books Neblett, Northington, Rice 

Discipline Rice, Kleeman, Runyon 

Auditing Northington, Rice, Neblett 

Supplies Neblett, Kleeman, Summey 



ASSIGNMENT OF TEACHERS 

For 1901-1902. 



J. W. GRAHAM, Superintendent. 



Howell School. 

Miss Bettie Garland, High School Assistant 
Miss Kathleen O'Brien, High School Assistant. 
Miss Lucy Bailey, High School Assistant. 
Mrs. L. C. Elliott, High School Assistant. 
Miss Fannie Boyd, Grammar School Assistant. 
Mrs. A. O. Cheatham, Grammar School Assistant. 
Miss Ivie Duke, Grammar School Assistant. 
Miss Georgie Neblett, Grammar School Assistant. 
Miss Jennie Williams, Grammar School Assistant. 
Miss Bessie Bourne, Grammar School Assistant. 
Mrs. Belle Miller, Grammar School Assistant. 
Mrs. Florence Trigg, Primary Assistant. 
Miss Kate Rogers, Primary Assistant. 
Miss Emma Wolfe, Primary Assistant. 
Miss Eva Rosenfeld, Primary Assistant. 



Colored School. 

R. L. Yancey, Principal. 
Henry Lockeri. 

Mrs. Estizer Watson. 
Mrs. Virginia Dunlop. 
Mrs. Susie Boyd. 

Miss Lizzie Ramey. 
Miss Kate Wright. 

Miss Rosa Coleman. 

Miss Birdie Crusman. 
Miss Mary Boyd. 

Miss Fannie Hopewell. 
Miss Jessie Dixon. 

Miss Flora Crouch. 
Miss Lula Hawkins. 



FINANCIAL REPORT 



Public Schools, of Clarksville, Tennessee. 



RECEIPTS. 



Pay Pupils $ 161 75 

City Treasurer, H. D. Pettus 6,88828 

County Trustee, Cooper 11,008 15 

Surplus Accounts, 1900 3,325 14 

Total $21,383 32 

DISBURSEMENTS. 

Teachers' Salaries $13,158 58 

Expenses 1.783 73 

Interest and Discount 23 00 

Balance Cash on Hand 6,418 01 



Total $21,383 32 

C. D. RUNYON, 
July 1, iqoi. Secretary and Treasurer. 



SUPERINTENDENT'S REPORT. 



Gentlemen of the Board of Education: 

I have the honor to present you with this Report of the 
twenty-fourth year of the Public Schools. 

You will observe that the enrollment largely exceeded that 
of any other year, while the attendance was barely equal to the 
best of other years. This was due to the enforcement of the 
rule in regard to vaccination, and also to the presence of a con- 
tagious disease in the school. 

But this diminished attendance is due also to the lack of 
appreciation on the part of many parents, of the bad results of 

Absence from School. 

The plan of our course of study is based on the necessity of 
completing a certain amount of work each year. Irregular 
attendance does not help a pupil to do that work. Irregularity 
destroys a child's interest in his work. But that is only half 
the bad. All days at school are important, and as full of value 
to pupils as teachers can make them, but some days are more 
important than others, and, missing these days, the pupil is 
barred from understanding the following work unless the teacher 
shall overlook forty other pupils to repeat to an individual the 
explanation she gave to her grade when he was absent. When 
there is failure on this account it is very unjust to lay the blame 
on the teacher. 

There must be unavoidable absence, but there is inexcusable 
absence, and we feel that we have a right to expect that parents 
will not encourage or permit the latter. Oft-repeated absence is 
a great bar to progress, and parents would realize this keenly, 
along with other glints of information, by 

Visiting the Schools. 

We have often wondered and teachers frequently express 
surprise that parents give so little of their time to visiting the 



6 Superintendent's Report. 

schools. Some have said they thought of visiting the rooms 
where their children are attending, but feared they might be 
considered as intruding, or might interrupt the school. Now, 
we desire to say that there will be no interruption of exercises 
by visiting the schools. Teachers take it for granted that visitors 
do not come to visit them, and, after seating their guests, go on 
with their work. And parents may rest assured that teachers 
enjoy and desire their visits, and feel complimented when they 
call, and will welcome them any hour in the day. And if a 
short conference is desired in regard to the work or standing of 
certain children, there are intervals in the movements of the 
school in which it may be held without any interruption. 

And while we think of it, is it not a little strange that 
parents do not more generally desire to see the teachers at work 
who have charge of their children ? They cannot conceive the 
weight and perplexity of the responsibility resting upon teachers 
unless they do visit them. They cannot feel that sympathy for 
them they deserve, unless they enter the atmosphere of the 
schoolroom and observe how much there is in hand almost 
constantly to try the spirit and patience of the teachers. It 
would be well if all parents should visit the school, confer with 
the teachers of their children, let their children know that they 
are in active co-operation with the teachers, and occasionally 
give expression to that kindly sympathy that goes so far to 
smooth the rough places of life. Many a time it would aid the 
teachers to sleep more sweetly, and thus aid them to be better 
prepared for the duties of the coming day. 

The following advice to a complaining friend by a Nashville 
father, with two boys, deserves repeating because it contains 
much common sense and a great deal of good heart: 

My Dear Madam — If any one could corral parents and get them to 
study classes, the management of classes and schools, and then let them sit 
down in a class room and watch a little woman guide all day forty or fifty 
boys, our schools might receive from intelligent women explicit suggestions 
as to their needs; but I rather fancy the average mother, out of the goodness 
of her heart, would pull some one's tired head down to her matronly bosom 
and whisper, "You dear girl, I'll never say a word against a teacher again." 

For it is a foolish act, madam, to abuse a teacher, any way. No one in 

the world beside yourself has more power than she to do your boy g 1. 

No one else wishes more to do so. There is no work that depends more on 
good spirit than teaching. If you feed an ugiy spirit in a teacher your own 
Johnnie is the loser. 



Superintendent's Report. 7 

I think I get as good service from the public schools as any one I 
know. My boys have never heen permitted to discuss their teachers at the 
table nor anywhere in our hearing. 1 examine their reports and I demand 
high marks, not of the teacher, but of the boys. 

I had the old-time excuse not long ago, "She has got a grudge against 
me and marks me down." My directions were to get the grudge removed; 
that's his business. Besides that, into whatever business house my boy 
may go, he'll find the same condition if he's looking for it—some superior 
with a grudge against him. This is splendid practice now in the diplomatic 
removal of grudges. 

My wife and I are after the best schooling for two boys. We are not 
concerned in establishing the fact that teachers are public servants. There 
may be undesirable teachers in the schools, but madam, go through a large 
educational institution, and it may be left to you to determine what kind of 
treatment will engender in the teacher of your boy, the gentleness, the 
fairness, the firmness and loving kindness you want. 

Reading. 

In the numerous departments of study in the school course, 
it may be safely asserted that Readiug is easily the most 
important. It furnishes the key to the other work. The child 
that can read without effort, and with intelligent grasp of what 
he reads, may easily comprehend the other work of his grade 
and enjoy his work. On the other hand, the child that staggers 
in his effort to read, loses the underlying thought, and can have 
no genuine conception of what he is expected to do. There is 
no theory in this, it is plain fact standing out in the observation 
and experience of every teacher. 

This difference between children who read well and those 
who do not, arises from various causes. There may be a lack 
of interest in books, but it will generally be fouud true that there 
is also a lack of opportunity — a lack of books. There are some 
children who read thirty or forty books a year. These have 
expanded and broadened intelligence, are able to talk of 
matters outside their text-books, are better able to grasp their 
tasks, and are always the pupils to give the teacher the greatest 
pleasure. There are other children who never read a book. It 
may be accepted as truth, that in every instance of this kind the 
grade of scholarship is very low. This is the class of children 
-that lay burdens on the teacher. These are they that can do 
nothing for themselves, but must be taught. They require not 
simply repetition, but countless repetition. 



8 Superintendent's Report. 

What is the remedy ? More reading beyond a doubt. The 
schools should have books along lines of interest to children, 
that those who have no books at home may not lack opportunity. 
To cultivate a taste for good reading is one of the very highest 
services the schools can render. The boys must be compelled 
to see that the imaginary exploits of the characters in yellow- 
back fiction are nothing but chaff compared with the mighty 
achievements of the men who made the world's history. 

The schools ought to read four or five books a year. There 
are many children who could do that. But the most cannot, 
because parents often are unwilling to purchase more than one 
reader a year. This, under the rules of the schools, is permitted. 
No parent is required to buy any other reader than that laid 
down by the school law. But we regard it as very unfortunate 
for the child, to be compelled to use a reader for a whole year, 
reading it so often that he can almost repeat the text from 
memory. 

It should be made known that few children pass the Sixth 
Grade — not more than twelve in a hundred. This fact makes 
it necessary that great care and effort and expenditure should be 
given to the first six grades. If we are to send them out with a 
taste for good reading, they must get it in some other way than 
in repeating the lessons oi a reader until reader and school 
become tiresome. 

The statistics of the schools of Chicago and Milwaukee show 
that of those who enter the schools, 

i. About one-third go no farther than the First Grade. 

2. About one-half go no farther than the Second Grade. 

3. About two-thirds go no farther than the Third Grade. 

4. About three-fourths go no farther than the Fourth Grade. 

5. About nine-tenths go no farther than the Sixth Grade. 

6. About three in 1,000 graduate. 

"There is a suggestion and a lesson in the above facts, 
which teachers and those who are responsible for courses of 
study should bear in mind. Our educational system is not built 
for the benefit of the three who graduate from the High 
School. If the mass is to be benefited, it must be done in the 
lower grades. There should be given as broad and practical and 
complete a training as possible." 



Superintendent's Report. g 

Failure in Study. 

There are other causes than absence for failure in school 
work. They may be found in being on the street at night, or 
in excessive attendance upon social functions. The writer 
observed recently in a report of a teacher, the low grade mark 
of one of the brightest and most attractive minds in the school. 
Upon inquiry the cause of failure was easy to determine. 

Leaving the sex of the individual to be guessed, we quote 
the following: 

An interesting investigation has been made recently in one of our 
cities as to the reasons why children of equally good capacity should rank 
so unevenly in their studies in the schools. Pains were taken to learn from 
one class of fifty-rive pupils enough about their habits out of school to enable 
judgments to be made. 

The investigation showed that thirteen boys were permitted to be on 
the streets till half-past nine o'clock. Not one of them ranked as high as 
thirtieth in his class. Another class of fifty-five was tried in the same 
manner; eight boys were habitually on the streets at night. Not one ranked 
as fortieth in his class. Another class of thirty-five investigated showed 
that six were allowed the freedom of the streets at night, and every one of 
them had spent two or three years in passing the Fourth and Fifth Grades. 
Investigation showed that in these classes examined, eighty-five percent, of 
the girls remain at home and read good books, and only one-third of the 
boys ever read at all. 

Night Schools. 

The stress and demands of home life are persistently calling 
our youth out of the schools to enter the ranks of the wage- 
earners before they have acquired an education sufficient to fit 
them for the duties of adult life. In very many cases they are 
young people of the finest character and ambition, and quit 
school work only under compulsion. Would it not be a wise 
and laudable enterprise to establish a free night school for those 
boys and girls who would be willing to profit by such an oppor- 
tunity. In a session from October to March, three nights in the 
week, it would be the means of scattering great good in the 
community. 

School Room Decoration. 

The extent to which school room decoration is practiced in 
Northern cities is little known and perhaps undreamed of in the 
South. The subject has enlisted the active interest of school 



I0 Superintendent's Report. 

boards, teachers, parents, and artists in a way that was not 
thought of twenty years ago. Large manufacturing plants have 
sprung into existence whose sole purpose is to supply schools 
with copies of art works in pictures, casts, and statuary. School 
room decoration leagues have been formed in many cities among 
the patrons of the schools to provide means for supplying school 
rooms with copies of great paintings, with pictures of famous 
historical characters, and in many instances with original works 
of art. There are loan collection leagues whose purpose is to 
provide works of art for temporary exhibition in school rooms of 
public schools. 

Those who are interested in this work remember that children 
spend a large part of their waking lives within the schools. 
They are mindful that a large portion of children come from 
humble homes where there is an absence and lack of beautiful 
things. They know how human lives are lifted into purer and 
better living under the influence of art, and that children sitting 
in daily contact with pictures of the great men and events of 
history will be inspired with higher ideals of character. 

Through the generosity of our citizens we have been enabled 
to make a start in this line of school improvement. We have 
on the walls of Howell School one hundred large mounted 
pictures twenty-four by twenty-eight inches in size, done by the 
best makers of pictures of F,urope. The^e are copies of the most 
famous works in painting, sculpture and architecture. They 
illustrate school work in Geography, History, Literature, Poetry 
and Mythology. 

The list of these pictures we give below, so that the teachers 
may have the subjects at their command when they would use 
the pictures in illustrating their work. 

Seemann's Pictures for the Walls of School Rooms. 

Part I. — Temple of Neptune at Paestum. The Roman Forum. 
Raphael's Sistine Madonna. Leonardo da Vinci's Last Supper. Laocoon. 
Capital of a Corinthian Column. Pavilion of the Dreden Zwinger. The 
Otricoli Head of Zeus. Menzel's Frederick the Great at Sanssouci. Court 
of the Castle of Heidelberg. 

Part IT. — The Rondanini Medusa. Head ot Homer in the Museum 
of Naples. Statue of Augustus in the Vatican (from Livia's Villa). The 
Golden Gate at Freiberg. The Cathedral of Florence. Madonna by Andrea 
della Robbia. Correggio's Holy Night. Rethel's The Swiss Praying Before 
the Battle of Sempach. Lenbach's Portrait of Bismarck. 



Superintendent's Report. ii 

Part III. — The Ludovici Hera. Praxiteles' Hermes as restored by 
Schaper and Ruehm. The Belvedere Apollo. Figures from the Choir of 
the Cathedral of Naumburg. Michael Angelo's Pieta. The Abbey Church 
on Lake Laach. The Schoener Brunnen and Church of Our Lady at 
Nuremberg. Durer's Adoration (if the Trinity Allerheiligenbild. Hol- 
bein's Portrait of Lady Jane Seymour. Rembrandt's Portrait of Himself in 
the Pitti Palace. 

Part IV. — The Erechtheum, a restoration. The Pantheon. Interior 
of the Cathedral of Cologne. Interior of the Amphitheatre of Verona. The 
Minerva Medica. Thalia. Cavalry from the Frieze of the Parthenon. 
Guido Reni's Aurora. Rubens' Emperor Theodosius and St. Ambrose. 
Titian's Portrait of his daughter Lavinia. 

Part V.— Basilica of St. Paul's Without the Walls at Rome. Court of 
the Doge's Palace at Venice. Exterior of St. Peter's at Rome. The Rest- 
ing Hermes in the Museum of Naples. Statue of Sophocles in the Lateran 
Museum of Rome. Michael Angelo's Moses. Rietschel's Statues of Goetha 
and Schiller together. Feuerbach's Iphigenia. Preller's Ulysses and the 
Cattle of the Sun. 

Part VI. — Menelaus and Patioclus. Paeonius' Statue of Victory, re- 
stored. Reliefs from Lorenzo Ghiberti's second Bronze Doors of the Bap- 
tistery at Florence. Charity by Paul Dubois. Corner of the Parthenon, a 
model by Professor G. Niemann. Interior of St. Michael's at Hildesheim. 
Riccardi Palace, originally Medici, at Florence. Interior of St. Peter's at 
Rome. Murillo's St. Anthony and the Infant Jesus. Frans Hals' Banquet 
of the Jorisdoelen. 

Part VII. — The Court of Lions in the Alhambra. Cathedral of Lim- 
burg on the Lahn. Church of St. Charles Borromeo at Vienna. Vischer's 
Tomb of St. Sebald in Nuremberg. Equestrian Statue of Marcus Aurelius 
at Rome. Andrea del Verrocchio's Equestrian Statue of Colleoni. Sch- 
lueter's Equestrian Statue of the Great Elector. Botticelli's Madonna and 
Angels. Part of Paul Veronese's Banquet in the House of Levi. 

Part VIII. — The Rome. Ionic Ordre, Mausoleum of Halicarnassus. 
Pavilion of the Louvre, Paris. The Emperor's Palace at Strassbourg. 
Tombstone of Ameinokleia. Voltaire, by Houdon. Head of a Dying 
Warrior, by A. Schluter. The Blessing of Jacob, by Rembrandt. The 
Four Apostles, by Durer. 

Part IX.— St. Justina, by Moretto. Angel Citadel at Rome, Tomb of 
Hadrian. Interior of the Pantheon. Palazzo Vecchio at Florence. Venus 
of Milo. Diana of Versailles. Hebe, by Thorwaldsen. Carved Altar at 
Kaufbeuren. St. George, by Donatello. Church St. Elizabeth at Marburg, 
interior. Landscape with Waterfall, by Ruysdael. 

Part X. — Town Hall at Bremen. Cathedral at Rheims. Courtyard 
of Royal Castle at Berlin. Hekate Relief, Pergamone. Monument of the 
Princesses of Mecklenburg, by Schadow. Descent from the Cross, by Ru- 
bens. Apocalyptic Horseman, by Cornelius. The Knight of Falkenstein, by 
M. Von Schwind. Charles I., by Van Dyck. Napoleon I., by Delaroche. 

But we wish to do more on this line. We would see every 
rcom supplied with pictures, paintings, statuary and casts until 



12 Superintendent's Report. 

the boys aud girls of the Howell School shall be permitted to 
spend their school days in an atmosphere that will refine their 
spirits, purify their tastes, and inspire them to higher and nobler 
living. 

Magazines. 

During the last two years we have had, through the kindness 
of many friends of the schools, the pleasure to give out in free 
distribution about eighteen hundred periodicals. These went 
into homes in many instances never visited by a magazine. 
Could the donors see tbe eagerness which children exhibit when 
the magazines are taken to the rooms for distribution, they would 
be glad of such an opportunity to scatter pleasure aud good at 
the same time. 

We wish it were possible for every home in Clarksville that 
has second-hand literature to recognize the good to come from 
making the schools the agent to place their periodicals in other 
homes. 

If the readers of this paragraph have literature they wish to 
distribute in tbe above manner, they have only to advise the 
management of the schools. 

Tbe writer of these lines has intense desire to promote 
reading among the young, and would take occasion to say to 
parents who have children fond of reading and who have not 
the books, that he will esteem it a pleasure to assist to procure 
suitable books. 

Centennial of Louisiana Purchase. 

The citizens of St. Louis propose to hold an International 
Exposition in 1903 to commemorate the purchase of the territory 
wect of the Mississippi by Thomas Jefferson in 1803. With the 
experience of three recent great expositions before them, and 
with unlimited millions at their command, it is fair to expect 
that all efforts in this line will be surpassed at St. Louis. 

Gentlemen recently in conversation about the contemplated 
exposition, suggested that it would be a laudable enterprise and 
altogether feasible, to take two hundred of the brightest children 
in the schools to visit the exposition. It would be an event in 
their lives that would be almost equal to a liberal education, and 
that would give, them a nobler and loftier conception of their 



Superintendents Report. 13 

citizenship in this great republic. And the influence of the 
visit would be felt in the schools long after the exposition had 
passed into history. 

It is too soon to enter upon a discussion of details, but we 
believe the suggested project deserves the thought and encour- 
agement of the Board of Education. 

Practical Education. 

Practical education has become a subject of wide-spread 
interest among the most thoughtful people constituting school 
authorities. Courses of manual training are being adopted in 
one city after another. And it has come to be thought a wise 
and proper thing to give some election of studies to pupils who 
express their determination not to prosecute their education 
beyond the public High School For a single instance, would 
it not be difficult to successfully maintain the desirability or 
utility of the pursuit of Algebra to a pupil of the above 
class. 

Would it not result in far greater good to such pupils to allow 
them the privilege, if desired, of spending the time given to 
Algebra in reviewing Arithmetic or Book-Keeping or any of the 
English studies? 

Summer Schools. 

In the larger cities there has come the belief that one of the 
most beneficent uses of the idle school properties might be sought 
and found in the Summer School. Three-fourths of the children 
of the schools cannot get away for the summer, and are com- 
pelled to spend their time on the streets. In the cities where 
the subject has come under practical and substantial considera- 
tion, the children who desire the teaching assemble at the 
various buildings during only the morning hours, where they 
are taught, the boys in the use of tools, and the girls along lines 
peculiar to the needs of the household. These have been carried 
on in connection with the most interesting forms of games and 
physical exercises. Teachers gladly volunteer for the work for 
half their usual salary. 

The result so far has fixed the attention of educators most 
favorably upon the Summer School. 



14 Superintendent's \Keport. 

Professional Scholarship. 

The movement for a required higher grade of scholarship 
among those seeking to be teachers is pronounced and active. 
The standards are being raised in Normal schools, examinations 
in County and State Institutes have become more rigid and 
searching. In very many cities where more lucrative positions 
are offered, it is demanded that all applicants shall be graduates 
of approved Normal schools, or colleges, or universities. It is 
not believed that intellectual attainment alone will made a suc- 
cessful teacher, for it cannot be overlooked that personal mag- 
netism and patience, and self-control and firmness, and love for 
children and for the teacher's work, are essentials. But these 
being given, the teacher who has the broadest general culture 
has treasures to lay before the pupils that the uncultured teacher 
does not know of, and cannot appreciate, and which are added 
guarantees of success. 

With many thanks to teachers and to the Board of Education 
for courtesies and support in our work, this report is respectfully 
submitted. J. W. GRAHAM, Superintendent. 



Blue Ribbon Pupils. 

BLUE RIBBON PUPILS 

Of Howell School, June 1st, 1901. 



'5 



Names of children in Howell School dismissed May 24th, 
exempt from final examination, whose yearly average was 90 
per cent, and over on the three quarterly examinations: 



Pearl Gill, 94. 
Stella Slattery, 95. 
Mollie Goldstein, 92. 
Irma Unger, 93. 
Minnie Rosson, 91. 
John Wright, 94. 
Maurice Stratton, 93. 
Mary Warfield, 97. 
Rosa Moore, 90. 
Rhea Rutherford, 92. 
Sara Cunningham, 92. 
Colas Meriwether, 93. 
Sallie Neblett, 95. 
Henry Averitt, 95. 
Lauren Askew, 93. 
Petinka Bailey, 95. 
Mary Burney, 98. 
Benjamin Gold, 98. 
Clara Burney, 98. 
Nannie Northington, 98. 
Mary Fogartie, 98. 
Annie Dean, 94. 
Tandy Mimms, 91. 
Ellen Barker, 93. 
Clara Roach, 93. 
Bernice Bettman, 97. 
Ralph Westenberger, 95. 
Nannie Chestnut, 93. 
Dudley Marable, 93. 
Jessie Lee Hodgson, 91. 
Daisy Haynes, 92. 
Lillie Hawkins, 90. 
Albert Rosenfield, 93. 
Louis Johnson, 92. 
Amy Kleeman, 95. 
Alice Manning, 93. 
Charlie Warfield, 96. 
Jessie Lyons, 93. 
Tom Johnson, 96. 
May Collier, 90. 
Leon Taylor, 90. 
Henry Bryant, 90. 
Haywood Smith, 90. 
Fred Dye, 90. 
Ruth Whitfield, 90. 



Mary McGehee, 90. 
Mary Smith, 90. 
Ruby Daughtry, 90. 
John Daniel, 91. 
Florence Scott, 94. 
Nannie Warfield, 94. 
Earl Harrison, 91. 
Will Harrison, 93. 
Nina Welsh, 90. • 
Mamie Jarrell, 92. 
Eva Pearce, 90. 
Leslie Gossett, 92. 
Lytle Whitfield, 94. 
Harry Goldberg, 95. 
Edwin Bates, 94. 
Edwin Stacker, 95. 
Sara Catlett, 98. 
Alice Stafford, 96. 
Sara Gill, 91. 
Juddie Pearce, 96. 
Sara Winn, 95. 
Mattie Beach, 93. 
Mary Wilson, 93. 
Bessie Acree, 93. 
Louise Gold, 94. 
Joe Abbott, 94. 
Tyler Miller, 95. 
Edmund Turnley, 93. 
Annie C. Turnley, 90. 
Ella Rye, 91. 
Lillian Staton, 96. 
Alice Dickson, 96. 
John Ford, 90. 
John Couts, 96. 
Howard Smith, 99. 
Roy Meacham, 97. 
Will Bratton, 96. 
Gilbert Wilson, 98. 
Earl Young, 95. 
Claude Chestnut, 96. 
Mamie Manning, 98. 
Maude Meacham, 97. 
Ruth Burchett, 98. 
Annie Mai Rudolph, 98. 
Lena Page, 98. 
Delia Ellarson, 97. 



Gertrude Hopson, 97. 
Mamie Madison, 98. 
Annie Davis, 98. 
Marjorie Couts, 93. 
Elva Nichols, 96. 
Emmalena Turnley, 96. 
Agnes Nicolassen, 97. 
Lena Wood, 93. 
Harrison Givens, 96. 
John Gaggstatter, 95. 
Ned Farrar, 90. 
Oscar Beach, 90. 
Elmis Allen, 90. 
John Catlett, 93. 
Ellen Hyman, 94. 
G. T. Smith, 92. 
Edmund Mabry, 99. 
Lillie Jollie, 99. 
James Gill, 96. 
Ruby Davidson, 95. 
May Miller, 95. 
Buck Williams, 95. 
Eddie Farmer, 95. 
Will Tanner, 94. 
Guthrie Bryant, 94. 
Maddux Scruggs, 94. 
Doll Goosetree, 93. 
Mollie Cooke, 93. 
Clara Pearce, 93. 
Minnie Davis, 92. 
Bessie Moore, 92. 
Edna Leech, 92. 
Rena Jolly, 92. 
Jach Scales, 92. 
Madeline Whitfield, 92. 
Gribble Shoemaker, 91. 
Ruth Brunson, 91. 
Louise Harrison, 90. 
Louise Wilson, 90. 
Maude Rutherford, 90. 
Marie Westenberger, 90. 
Frank Cunningham, 90. 
Sam Neblett, 90. 
Mary Bowne, 90. 
Georgie Johnson, 95. 



i6 Graduates of High School. 

GRADUATES OF HIGH SCHOOL. 



Class of 1881. 



Miss Hula Lovell (Mrs. Coke.) Mr. Walter Kincannon. 

Miss Amanda Shackelford (Mrs. Mc- Mr. Sam Hyman. 
Clure.) 

Class of 1882. 

Mr. Percy Perkins. Mr. Willie Porter. 

Mr. Lewis Shackelford. 

Class of 1884. 

Miss Lula Slaughterbeck (Deceased.) Miss Mamie Bates (Mrs. Hamlett, 
Miss Jennie Whitaker. Deceased.) 

Miss Myra McKay (Mrs. Harned.) Mr. Irwin McManus. 
Miss Mattie Rudolph (Mrs. Smith.) 

Class of 1885. 

Miss Birdie Shackelford (Mrs. Gray.) Miss Carrie Lockert (Mrs. Sleeper.) 

Class of 1886. 

Miss Clemmie Atkins (Mrs. Jones.) Miss Blanche Lieber. 

Miss Eva Homer (Mrs. Smith.) Miss Georgia Ramey. 

Miss Minnie Herndon (Mrs. Lyle.) Miss Laura Schrodt (Mrs. Lindsay.) 

Miss Daisy K'eeman. Miss Kate Wilson (Mrs. Wilson.) 

Miss Hattie Yancey (Mrs. Strayer.) Mr. Linnie Tarpley. 

Class of 1887. 

Miss Eva Rosenfeld. Miss Ada Trawick. 

Miss Cora Caldwell. Miss Adelia Clifton. 

Miss Ina Coleman (Mrs. Maxey.) Miss Hattie Frazier (Mrs. Solomon.) 

Miss Krissie Johnson (Mrs. Stewart.) Miss Kathleen O'Brien. 

Miss Fannie Neblett (Mrs. Ely.) Miss Nannie Wyatt (Mrs. Jackson.) 

Miss Lizzie Ramey (Deceased.) * Mr. C. E. Lockert. 

Mr. R. S. Brunson (Deceased.) Mr. H. P. Pickering. 

Mr. T. F. Pettus, Jr. Rev. A. M. Trawick, Jr. 

Class of 1888. 

Miss Sumner Campbell (Mrs. Brown.) Miss Emma Ingram (Mrs. Benson.) 
Miss Sallie Fox. Miss Mattie Lieber (Mrs. Rosenfield.) 

Miss Alice Carkuff (Mrs'. Luck, Dec.) Miss Blanche O'Brien (Mrs. Hodgson.) 
Miss Lucy Moore (Mrs. Garth.) Miss Janie Homer (Mrs. Dibble.) 

Miss Annie Leavell (Mrs. Gardner.) Mr. Simon Rosenfeld. 
Miss Madge Graham (Mrs. Givens.) Mr. Heulin Ely. 
Miss Marion Yates.- Mr. Louis Daniel. 



Graduates of High School. 



17 



Class of i 



Miss Maggie Neblett. Miss Mattie Neblett (Mrs. Brown. 

Miss Alice Byers (Mrs. Beach, Dec.) Miss Mary Gilbert. 



Miss Corinne Northington (Mrs. 

Norman Smith.) 
Miss Inez Whitfield (Mrs. Howe.) 
Miss Maude Clifton (Mrs. Hamlett.) 
Mr. Thos. McCulloch (Deceased.) 



Miss Celia Rosenfeld (Mrs. Sebold. 
Miss Georgia Munro (Mrs. Manly.) 
Miss Kate Bringhurst (Mrs. Clark.) 
Dr. John Beach. 



Miss Madge Graham. 



Post-Graduates of ii 



Miss Adelia B. Clifton. 



Class of 1890. 



Miss Kate Herndon. 

Miss Margie Byers. 

Miss Maggie Welch. 

Miss Ethel Hurst (Mrs. Green.) 

Mr. Charles Cooke. 

Mr. Jesse Ely. 



Miss Georgie Ingram (Mrs. Dickey. 
Miss Gertrude Clifton (Mrs. Gill.) 
Miss Jennie Larkin (Mrs. Hord.) 
Mr. William Daniel. 
Mr. Ed. Kleeman. 
Mr. Ben. Williams. 



Class of 1891. 



Miss Bettie Glick (Mrs. Baum.) 

Miss Edna Swan. 

Miss Eva Boone. 

Miss Lelia Ford (Mrs. Robinson.) 

Miss Lillian Conroy. 

Miss Ruth Neblett. 

Miss Olivia Neblett. 

Miss Anna Pettus (Mrs. Coleman. 

Miss Maude Lander. 

Miss Bertha Emery. 

Miss Mamie Moseley (Mrs. Dead- 

erick.) 
Miss Annie Williams (Mrs. Hol- 

lingsworth.) 
Miss Tula Warfield (Mrs. Price, 

Deceased,) 



Miss Carrie Cooke. 
Miss Ruby Joseph (Mrs. Kahn.) 
Miss Stella Ritter (Mrs. McNeal.) 
Miss Bertha Read (Mrs. Jones.) 
Miss Ruth Pugh (Mrs. Bond.) 
Miss Sallie Cunningham (Mrs. Town- 
send.) 
Miss Lula Strain. 
Miss Susie Shelby (Mrs. Hughes.) 
Miss Irene Menefee (Deceased.) 
Miss Ruth Hattler(Mrs. Cornelius.) 
Mr. Adair Lyon. 
Mr. Stuart Lupton. 
Mr. Dan Slattery. 
Mr. Edgar Fox. 
Mr. William Lockert (Deceased.) 



Class of 1892. 



Mrs. Ruby Jones. 

Miss Fannie Boyd. 

Miss Ethel Collier (Mrs. Dixon. 

Mr. Ed. Cooke. 

Mr. Maury Daniel. 



Mr. Howard Daniel. 
Mr. Clarence Major. 
Mr. Emmett McCulloch. 
Mr. Pat Stacker. 
Mr. John Cunningham. 



Graduates of High School. 



Class of 1893. 

[Another Grade added this year.] 
Miss Fannie Boyd. Miss Willie Walthall (Mrs. War- 

Miss Ruby Jones (Mrs. Pollard.) field.) 

Miss Ethel Collier (Mrs. Dixon.) Mr. Clarence Major. 

Miss Florence Moore. Mr. Garland Brunson. 



Miss Laura Atkins. 
Miss Ila Pugh. 
Miss Bessie Bourne. 
Miss Ella Pulley. 
Miss Daisy Whitfield (Mrs. Meri- 
wether.) 
Miss Stella Glick. 
Miss Yetta Katz. 
Mr. Bert Graham (Deceased.) 



Class of 1894. 

Miss Minnie Walthall (Mrs. Bell- 
amy.) 

Miss Annie Davis (Mrs. Manning.) 

Miss Georgia Neblett. 

Miss Winifred Emery (Deceased.) 

Miss Annie Rutherford (Mrs. Car- 
nahan.) 

Mr. Robert Eleazer. 

Mr. Arthur Emery. 



Miss Nellie Williams (Deceased.) 

Miss Mattie Collier. 

Miss Susie Coulter. 

Miss Carrie Dean. 

Mr. Wyckliffe Rossiter. 

Class 

Miss Minor Daniel (Mrs. Neblett.) 
Miss Lillian Whitfield. 
Miss Alice Fox. 
Miss Emma Wolfe. 
Miss Ada Small. 
Miss Lila Johnson. 
Miss Lady Cunningham. 
Miss Nora Killebrew (Mrs. Raw- 
lings, Deceased.) 
Mr. Sam Northington. 

Class 

Miss Mai Glick. 

Miss Lottie Gholson (Mrs. Carsey.) 

Miss Mattie Hodgson. 

Miss Kate Whitfield. 

Miss Jennie Williams. 

Miss Lizzie Wright. 

Miss Helen Wilcox. 

Miss Eliza Emery. 

Miss Sarah Johnson. 

Miss Lena Glick. 



Class of 1895. 

Miss Dalse Brandon. 
Miss Julia Neblett. 
Miss Willie Neblett. 
Mr. Clarence Ely. 



OF 1896. 

Miss Lennie Meriwether. 
Miss Maggie Slattery. 
Miss Edith Joseph. 
Miss Sallie Neblett. 
Miss Jessie Graham. 
Miss Pearl Clark. 
Miss Hattie Jesup (Mrs. Cunning- 
ham.) 
Mr. Roy Smith. 
Mr. Douglas Marable. 

OF 1897. 

Miss Esther Barksdalel Mrs. Wooten.) 

Miss Janie Hodgson. 

Miss Jennie Bradley (Mrs. Edge.) 

Miss Rosa Whitfield (Mrs. Janes.) 

Miss Lena Young. 

Miss Ella Neblett. 

Miss Willie Elliott. 

Miss Lee Sypert (Mrs. Cleveland.) 

Miss Kate Hightower. 

Mr. Robert Bailev. 



Graduates of High School. 



19 



Class of i« 



Miss Anna Wright. 

Miss Edna Walsh. 

Miss Addie Jesup (Mrs. McGehee. 

Miss Ethel Averitt. 

Miss Lillian Jones (Mrs. Meeks.) 



Mr. Sterling Northington. 
Mr. Jesse Frey. 
Mr. Wm. H. Parker. 
Mr. Prentiss Pugh. 



Glass of 1899. 



Miss Grace Irving. 

Miss Ruby Collier (Mrs. Kennedy. 

Miss Ruby Reese. 

Mr. Warren Ely. 

Mr. Henry Lawrence. 



Miss Dora Gholson. 
Miss Mabel Edmondson. 
Miss Emma Reese. 
Mr. Walton Barker. 
Mr. Dick Johnson. 



Miss Sara Coulter. 
Miss Ruth Lyle. 
Miss Marian Neblett. 
Miss Emma Talley. 
Miss Nellie Moore. 
Mr. Frank Gauchat. 
Mr. Henry Drane. 
Mr. Howard Marable. 



Miss Pauline Westenberger. 
Mr. Jesse Parker. 
Mr. Roy Daniel. 
Mr. Ben Clifton. 
Mr. Horace Ritter. 



Class of 1900. 



Miss Sadie Macon. 
Miss Hardy Goosetree. 
Miss Clara Gaisser. 
Mr. Coulter Neblett. 
Mr. Charles Crum. 



Class of 1901 



Miss Alice Pickering 
Miss Stella Nichols. 
Miss Grace Sawyer. 
Miss Ruby Ward. 
Miss Myrtle Allen. 
Mr. Minor Bland. 
Mr. Rodland Pugh. 
Mr. Sam Moore. 



SCHOLARSHIPS 



In the Southwestern Presbyterian University for the year begin- 
ning September, 1901. 



Mr. William Parker. 
Mr. Jesse Parker. 
Mr. Charles Crum. 
Mr. Walton Barker. 
Mr. Ben Clifton. 



Mr. Frank Gauchat. 
Mr. Minor Bland. 
Mr. Rodland Pugh. 
Mr. Sam Moore. 
Mr. Howard Marable. 



2o Course of Study. 



APPENDIX. 



Containing Course of Study, Text-Books, Location of Build- 
ings, Statistics, School Laws, Organization, Etc. 



COURSE OF STUDY. 



PRIMARY DEPARTMENT. 

FIRST YEAR. 

THE ELEMENTS OF READING AND SPELLING, WRITING, SINGING, 
ARITHMETIC, DRAWING AND OBJECT LESSONS. 

Reading — First quarter, teach from the board and charts; 
second quarter, from Stickney's First Reader. Have children to 
tell orally the contents of Lessons in Reader. 

Spelling — All words occurring in all lessons; oral elements, 
pronunciation. 

Writing — Correct form of all letters in script; proper spaces 
between words in a sentence. 

Arithmetic — First term, rely on objects to give true no- 
tion of number; principles of addition and subtraction with 
objects. 

Singing. 

Drawing — Drawing from the black-board; Drawing Cards, 
second term. 

Object Lessons — Lessons on the dimensions, properties, and 
qualities of things. Memory gems supplied by teacher. 

SECOND YEAR. 

READING, SPELLING, WRITING, ARITHMETIC, DRAWING. 

Reading — Stickney's Second Reader;' special attention to 
pronunciation, meaning of words and sentences, emphasis. - 
Hyde's English, No. i. 



Course of Study. 21 

Spelling — All words occurring in all lessons; Stick ney's 
Primary Speller; diacritical marks; oral elements; analyze words 
into oral elements, and combine oral elements to form words. 

Writing — Correct form of all letters; how to join them; cor- 
rect spacing; Practice Writing Book. 

Arithmetic — Second Grade Lessons in Arithmetic; adding 
by 2's, 3's, 4's, etc., to roo for busy work. Use fraction blocks, 
foot rule, yard measure, liquid measure, weights, every week. 

Drawing — Drawing from the black-board. No. 1 Drawing 
Book. 

Manners — At School. 

Gems of Poetry. 

Supplementary Reader. 

Long's Home Geography. 

THIRD YEAR. 

READING, WRITING, SPELLING, ARITHMETIC, GEOGRAPHY, PUNC- 
TUATION, COMPOSITION, DRAWING. 

Reading — Stickney's Third Reader. Teachers will require 
pupils to bring written answers to all questions at end of lessons 
in Reader, in Third, Fourth and Fifth Grades, a neat collection 
of such answers to be handed the Superintendent at the end of 
each quarter. Require full and intelligent explanation of the 
subject matter of the lesson; fluency in reading, correct punctua- 
tion, proper modulation, emphasis. Direction to be pursued in 
writing a story in class room: The story having been read — the 
teacher will ask four or five pupils to give the opening sentence 
— select the best and place it on the wall — ask four other pupils 
for next sentence — select best, then place on the wall. Continue 
this method until story is written. Drill on the words of a lesson 
before reading it. 

Spelling — All words in all lessons; Stickney's Primary 
Speller; use of diacritical ma"ks; define and use words in sen- 
tences which occur in regular spelling lesson. Check off and 
omit words of your Speller work that should not be given to 
Third Grade children. Teachers should not take the time to 
give words they know all children can spell. This direction 
must apply also in Fourth and Fifth Grades. 

Writing — Eclectic Copy Book No. 1. 



22 Course of Study. 

Arithmetic — Third Grade Lessons in Arithmetic. See 
directions in Second Grade regarding fraction blocks, etc. 

Geography — Frye's Primary Geography. Pupils must write 
compositions on the pictures of the Geography, getting informa- 
tion from all possible sources. 

Punctuation— The names of all punctuation marks, and the 
use of the period, question mark and mark of exclamation. 

Hyde's English, No. i. 

Composition — Read a short story every week, and have 
pupils reproduce it in writing. One transposition a week. 

Drawing — Drawing Book No. 2, each term. 

Gems of Poetry. 

Declamation and Recitation. 

Manners — On the street; at school. Teachers will use Miss 
Edith E. Wiggin's Eessons on Manners. 

Bible Chapter— Matt., Chap. II. 

Supplementary — Primary U. S. History. 

Teachers in all grades should endeavor to procure and leave 
something every year for the permanent use of the grade they 
teach. 



INTERMEDIATE DEPARTMENT. 

FOURTH YEAR. 

READING, WRITING, SPELLING, ARITHMETIC, PUNCTUATION, 
COMPOSITION, GEOGRAPHY, DRAWING. 

Reading — Stickney's Fourth Reader. 

Mental Arithmetic to 30th page. 

Spelling — All words in all lessons; Stickney's Speller No. 2; 
use the diacritical marks; define and use words in sentences 
occurring in Spelling lesson. 

Metcalf's English No. 1. 

Writing — Great attention to correct position of body, hand, 
and pen. Copy Book Nos. 2 and 3. 

Arithmetic — Wentworth's Elementary. See directions in 
Second Grade regarding fraction blocks, etc. 

Punctuation and Composition — Teach together, usually, by 
having pupils reproduce a story or historical sketch read in their 
hearing. Require pupils to correct each others' papers. Pupils 



Course of Study. 23 

should be able to point out nouns, verbs, adjectives and adverbs, 
and have general knowledge of how to use all punctuation 
marks. Pupils must use dictionary. Transposition once a week. 

Geography — Frye's Primary Geography completed. 

Drawing — Drawing Book No. 3, each term. 

Declamation and Recitation. 

Gems of Poetry. 

Manners — At church; in the street. 

Studies in lives of Adam, Eve, Cain, Abel, Noah, Wash- 
ington, Franklin, LaFayette, Jackson. Teachers in Fourth and 
following grades will take up these studies in the lives of great 
characters in order, having one each month, furnishing material 
or directing pupils how to procure it. 

Bible Chapters — Luke, Chap. II.; Mark, Chap. I., 13 verses. 

FIFTH YEAR. 

READING, SPELLING, WRITING, ARITHMETIC, GRAMMAR, PUNC- 
TUATION, COMPOSITION, GEOGRAPHY, DRAWING. 

Reading — Stickney's Fifth Reader. 

Spelling — All words used in lessons; Stickney's Speller 
No. 2; follow all instructions given under fourth year course. 

Arithmetic — Wentworth's Elementary. See directions in 
Second Grade regarding fraction blocks, etc. 

Grammar — Metcalf's English No. 1. Teachers will attend 
to teaching parts of speech and lists of prepositions, pronouns 
and conjunctions. 

Composition — Letter-writing, bills and receipts. 

Mental Arithmetic — From 30th to 60th page. 

Punctuation — Require all compositions to be properly punc- 
tuated; have pupils explain use of punctuation marks in reading 
lessons. 

Geography — Frye's Advanced Geography, treated topically. 
Use globes and wall maps, have appropriate books of travel 
read; encourage pupils to collect useful facts bearing on the 
subject under discussion. See directions in Third Grade. Col- 
lect-material to illustrate work. 

Physiology — Cutter's Introductory. 

Drawing — Drawing Book No. 4. 

Writing — Copy Book No. 3. 



24 Course of Study. 

Gems of Poetry. 
Declamation aud Recitation. 
Manners — In visiting; at church. 

Studies in lives of Abraham, Jacob, Joseph, Moses, David, 
Solomon, Elijah, Elisha, Esther, Daniel, Paul. 

Bible Chapters — 23d Psalm; Duke, Chap. 15; 1st Psalm. 



GRAMMAR DEPARTMENT. 

SIXTH YEAR. 

READING, ELOCUTION AND DECLAMATION, SPELLING, WRITING, 

ARITHMETIC, GRAMMAR, COMPOSITION, 

GEOGRAPHY, DRAWING. 

Reading — Johnson's Fifth Reader. 

Spelling — ■Stickney's Speller No. 2. 

Arithmetic — Wentworth's Practical Arithmetic. In work- 
ing with bills of sale, receipts, checks, drafts, bonds, etc., 
teachers will, in every instance, try to secure the actual blank 
forms used in business. 

Grammar — Metcalf's Grammar. 

Primary History of the United States^Dee's. 

Composition — Business forms and letters; compositions re- 
quiring a change from poetry to prose; compositions after a given 
model; descriptions of pictures, landscapes, etc. . 

Geography — Frye's Advanced Geography completed; follow 
directions in third and fifth years. 

Mental Arithmetic — From 60th to 90th page. 

Drawing — Drawing Book No. 5. 

Gems of Poetry. 

Writing — Copy Books 4 and 5. 

Bible Chapters — Psalms 8th, 19th, 90th. 

Declamation and Recitation. 

Manners — To old people; in visiting. 

Studies in lives in American Revolution, Patrick Henry, 
Franklin, Washington, July 4th, 1776, John Adams, Thomas 
Jefferson, Alexander Hamilton, DaFayette, Benedict Arnold, 
Saratoga, King's Mountain, Yorktown. 



Course of Study. 2; 

SEVENTH YEAR. 

READING, ELOCUTION AND DECLAMATION, SPELLING, WRITING, 
ARITHMETIC, GRAMMAR, COMPOSITION, PHYS- 
IOLOGY, BOOK-KEEPING, DRAWING. 

Reading — Johonnot's Geographical Reader. 

Spelling — Stickney reviewed. 

Arithmetic— Wentworth's Practical through Discount. 

Grammar — Metcalf completed. 

Composition— Prepare a list of objects requiring pupils to 
describe process of making them, as lime, iron, etc. ; short bio- 
graphical sketches; letters of friendship and of business, bills of 
purchase and receipts, once a week. 

Physiology— Cutter's Intermediate Physiology, first five 
months. 

History of Tennessee— McGee's. 

Mental Arithmetic — From 101st to 140th page. 

Drawing — Drawing Books 6 and 7. 

Gems of Poetry. 

Writing— Copy Books 6 and 7. 

Declamation and Recitation. 

Instruction in reverence for sacred things. 

Studies in American biography. James Madison, Commo- 
dore Perry, Winfield Scott, Andrew Jackson, Henry Clay, Daniel 
Webster, John C Calhoun, Abraham Lincoln, Robert E. Lee, 
Stonewall Jackson. 

Bible Chapters— Matt., V., VI., VII. 



HIGH SCHOOL. 

EIGHTH YEAR. 

Arithmetic — Wentworth's Practical. 
History — Lee's United States. 
MentalArithmetic — From 90th to 140th page. 
Latin — Smiley & Storke. 
Book-Keeping — Montgomery. 
English History — Montgomery. 
Composition — Weekly. 
Drawing — Perspective Nos. 7 and 8. 



26 Course of Study. 

Gems of Poetry. 

Writing— Copy Books Nos. 7 and 8. 

Declamation and Recitation. 

Studies in lives in the Reformation in Europe. Savonarola, 
John Huss, Jerome of Prague, Melancthon, Martin Luther, John 
Calvin, Gutenberg, Faust, Wyckliffe, John Knox, Henry VIII. 

Bible Chapters — I. Cor., Chap. 13; Gen. I.; Rev. 22. 

NINTH YEAR. 

Algebra. 

Civil Government. 

Physical Geography — Second Term. 

Universal History. 

Latin. 

English Literature. 

Mental Arithmetic — From 160th to 174th page. 

Drawing — Perspective Nos. 8 and 9. 

Gems of Poetry — Seventh Grade work. 

Composition. 

Writing. 

Declamation and Recitation. 

Studies in the lives of Constantine, Mahomet, The Moors, 
Charlemagne, Dante, Michael Angelo, Raphael, William of 
Orange, The French Revolution, Napoleon. 

TENTH YEAR. 

Latin — Caesar. 

Natural Philosophy. 

Rhetoric. 

Algebra. 

Geometry. 
.Arithmetic reviewed. 

Writing. 

Drawing. 

Gems of Poetry — Hope, Patriot's Elysium, Step by Step. 

Declamation and Recitation. 

Studies in the lives of six most famous characters in the 
Golden Age of Greece; six most important characters in the 
Augustan Age of Rome. 



Course in Nature Study. 27 

Course of Nature Study in the Elementary Schools. 

Adopted from Horace Mann Model School, Columbia University. 



SEASONAL ARRANGEMENT OF SUBJECTS. 



GRADE 


AUTUMN 


WINTER 


SPRING 




Garden work 


Rabbit 


Condition of the 




Tree— oak 


Tree— pine 


ground and sedi- 




Fruits, especially 


Effects of frost 


ment in water 


1 


the apple 


Forms of water 


Trees— apple and oak 




Squirrel 




Duck 




Weather record 




Garden work 




Garden work 


Tree— spruce 


Trees— sweet-gum and 




Trees— s wee t--g u m 


Sheep and beaver 


elm 




and elm 


Rocks in the neighbor- 


Chicken and pigeon 




Cow 


hood 


Action of water on 


2 


Weather record, cloud 


Cloud forms, weather 


soil in the garden 




forms 




Germination of pea, 

bean, and squash 
Garden work 




Garden work 


Grain products 


Soil 




Corn-stalk (special 


Flours 


Bi rds 




study) 


Cereals 


Tree— maple 




Tree— maple 


Bread and bread mak- 


Germation 


3 


Cat 


ing 
Simplest facts of diges- 
tion 

Tree— cedar 

Horse, mule, camel 


Corn and maple 




Treesand forests 


Dog and relatives of the 


Trees in the spring 




Sycamore especially 


dog 


Tulip tree eapecially 


4 


Wild life in the woods 


Lumbering 


Lobster (crayfish)crab. 






Common woods 


and fish 




Nut trees 


Heat 


Twig study 




Oak, chestnut, hick- 


How produced 


Hickory, hnrse-chest- 


5 


ory, and beech 


How diffused 


nut, and beech 


Nuts 


Some effects of heat 


Clams and oysters 








Snails and slugs 




Common weeds 


Air 


Distribution of ani- 




General field work 


As an agent of com- 


mals 


6 


Different species 


bustion 


Pollination of some 


Pollination of stra- 


Air pressure 


of the early spring 




monium 




fl lowers 




Fruit dissemination 








Plant societies 


Light 


Frog and toad 




Distribution of plants 


Experiments selected 


Local plant societies 


7 




from Woodhull's 
First Course in 
Science 




8 




General physiology of 


plants and animals 



28 



Course in Nature Study. 





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39 



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Water power — falling or running 
water 

Grist-mill 

Saw- mill 
Steam power 

Water expanded into steam 

Simple experiments 


Heat 
How produced 
How diffused 
Some etfects 


Air 
An agent of combustion 
Physical properties 


Experiments in light 
Adanted from Proffessor Wood- 
hull's First Course in Science 




a. 


Trees and forests 
Common trees in neiglihorhood 

1. Appearance in different sea- 

sons 

2. Growth 
Care of trees 

Woods— ways of cut ting and uses- 
Method of cultivatingclear wood 
Trees— sycamore and tulip 


Nut trees 
Oak, chestnut, hickory, beech 
Appearance at different seasons 
Distinguish prominent species of 
each kind of nut tree 

Nuts 
Where obtained— culture 
Industrial relation 


Common weeds 

What constitutes a weed? 

Ten or twelve of the common 
weeds in neighborhood 

Relation of weeds to agriculture 
Flower in the fall or spring 

Principal organs 

Pollination 


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30 Text Books. 



TEXT BOOKS. 



Speller— St ickney. 

Readers — Stickney. 

Arithmetic for Second and Third Grades — Graham. 

Arithmetic for Fourth and Fifth Grades — Wentworth. 

Arithmetic for Sixth,. Seventh and Eighth Grades -Wentworth. 

Geography — Frye, Two Books. 

Grammar — Metcalf's Elementary and Practical. 

Physiology— Cutter's. 

History of the United States— Lee. 

Elementary History of the United States — Lee. 

History of Tennessee — McGee. 

Geographical Reader — Johonnot. 

History of England — Montgomery. 

Drawing — Webb, and Electric. 

Algebra— Fisher & Schwatt. 

Geometry — Wentworth's Plane. 

Rhetoric — Williams. 

Universal History — Quackenbos. 

Physical Geography — Maury. 

Book-Keeping — Montgomery. 

Dictionaries — Worcester and Webster. 

Elementary English — Hyde's No. i. 

Latin — Smiley & Storke. 

Natural Philosoghy — Gage. 

English Literature— Blaisdell. 

Civil Government — Peterman. 



Location of Buildings. ?x 



LOCATION OF BUILDINGS, ETC. 



Howell School. 

North side Franklin street, between Fifth and Sixth streets; 
lot i6oby 425 feet; value, $12,000; built 1879; cost $10,000; three 
stories; sixteen rooms; 670 seats. 

Colored School. 

North side of Franklin street, at the limit of city corporation; 
lot 187 by 375 feet; value, $6,000; built 1879; cost $5,000; two 
and one-half stories; fourteen rooms; 690 seats. 



MANUAL OF DISCIPLINE. 



Teachers should not waste the time of classes: 

(a) Do not ask pupils where the lesson is — it is the duty 
of teachers to know. 

(b) Do not waste time in placing chalk on the wall after 
the class is ready for work. 

(c) Let every pupil have his regular place at the board, 
the most convenient to his seat, and not be permitted to 
take any other place. 

(d) If papers are to be collected, let them be passed from 
the ends to the middle of the class and there be received 
by the teachers. 

(e) Let no pupil leave his place to get an eraser. 

(f) Divide classes into "A" and "B" sections, and send 
one section to the board at a time. Do not waste time 
in asking, "Whose turn at the board." 

(g) Do not waste time in reading per cents in class, and 
do not permit children to ask for their per cents. 



32 Manual of Discipline. 

(h) Do not waste time in reprimanding children for failure 
in work. A private talk will prove to be far more effec- 
tual. 

(i) Be sparing of catch words and catch questions. It is 
often more economical to spell a difficult word or answer 
a difficult question than to have it missed by every 
member of the class. 

(j) The prompt teacher is always ready to order her class, 
and never loses time in "getting ready." 

(k) Tolerate nothing less than absolute promptness in 
attendance, in movement, in handing papers, in prepar- 
ing exercises. 

(1) Do not waste time in repeating questions, in repeating 
answers, in adding, "That's correct." 

(m) Use drastic measures with the pupil that frequently 
"has no pencil. ' ' It were better that he should continue 
without a pencil, than that a teacher should stop a class 
to procure one. 

Remember that every minute a teacher loses from inde- 
cision or unnecessary delay is twenty minutes of the 
time of the class gone with absolute loss and beyond 
repair. 

2. No child should be permitted to speak in class without 
holding up his hand for permission. This is an unfailing mark 
of good discipline. Teachers are literally at the mercy of the 
class when children may speak without permission. 

3. Children should not be permitted to ask idle and useless 
questions. Indicate displeasure at the first instance, and demerit 
in every other. 

4. Teachers should never scold. She who is given to scold- 
ing wastes time. 

5. Teachers should not discuss school matters with pupils, 
nor should they criticise children before other children. 

6. Teachers should always be reasonable and just in require- 
ments. It is better to have two small lessons, than a double 
lesson repeated. 

7. Children should be required to make light writing on the 
board, small figures, lines straight and not an inch longer than 
necessary. No writing or marks should be permitted, other than 
that called for, 



Manual of Discipline. 33 

8. Hurried blackboard work should not be permitted. It 
makes erasing more frequently necessary, is a foe to neatness, 
and fills the atmosphere with chalk dust. 

9. Teachers should not make threats, or say before pupils 
what they intend to do in matters of discipline. 

10. No teacher should be g-uilty of sarcasm or ridicule, or 
other speech that would tend to nettle or wound. The teacher 
that can deliberately humiliate a child by reference to natural or 
acquired or imaginary defects of character or habit has a poor 
conception of the tremendous responsibility she assumes. It is 
tar better to make the children feel that, in the teacher, they 
have a warm, tender, sympathetic friend, one who does not look 
for the self-possession and discretion of mature years in a child. 

n. Teachers contemplating transfers should not mention 
the matter to pupils before having a conference with the Super- 
intendent on the matter. 

12. In matters of discipline, one command should be suffi- 
cient. Either do not repeat it, or have it obeyed. Quiet, gentle 
firmness is the key to the situation. 

13. Teachers should lay hold on the three cardinal principles 
of the new education: 

A child learns to do by doing. 

Never do for, or tell a pupil what he can do or learn for 
himself. 

A pupil only understands what he "sees:" if he cannot 
see it with his imagination, he must see it objectively. 
Hence to secure clear, clean-cut, accurate, perfect per- 
ception and conception of things, they must be presented 
objectively. This applies to spelling, arithmetic, gram- 
mar, indeed to every study in the course. 

14. Teachers are prone to talk too much. When they find 
they are using a word every time the pupil uses one, it is time 
to stop and think, whether it is the child or the teacher that is 
reciting. Certainly it is poor teaching to be constantly interrupt- 
ing the pupil. The thread of thought in his mind is broken, 
and the teacher defeats the purpose of the recitation It is the 
teacher's business to ask questions, and in as few words as 
possible. 

15. Teachers should be so well prepared for the work of the 
hour, that there shall be little necessity to take the text-book in 



34 Manual of Discipline. 

hand. It is a bad mark, if the teacher must always have the 
book in hand. 

16. Teachers must not examine papers during examination. 

17. Teachers should always give children a kindly and cour- 
teous hearing. This will impress them with their impartiality 
and fairness. When a child thinks a teacher is unjust, her 
influence is impaired. She can not afford to have a child hold 
that impression a day. 

18. Children should be permitted to know the offense for 
which a demerit was given. 

19. Children dismissed by request, must remain after school 
twenty minutes, unless they present notice of sickness, or a 
statement that they are diseased. These must be detained if 
they abuse their privilege. 

20. Children dismissed from the class room by request, dur- 
ing recitation, must recite after school. 

21. Teachers should examine carefully the text-books of 
the children and earnestly condemn the defacement of their 
pages. Undisfigured books is one mark, of a good teacher. 

22. Writing slowly and with care on the board, means good 
writing and neat figures. Undue haste means the contrary. 

23. Recitation rooms should never have chalk or paper on 
the floor. Tables should be kept in perfect order. Teachers 
themselves should be models of neatness in their general appear- 
ance, and should require children to practice care in their cloth- 
ing, shoes, hair, and faces. In other words, it is emphatically 
within the province and duty of teachers to exact a minute regard 
for cleanliness. 

24. Teachers should not send oral word to parents by 
children in matters of importance. Communication should be 
made in writing or in person. 

25. Teachers should appear to see everything, but if a dis- 
orderly incident be observed only by the teacher and pupil, a 
raise of a finger should be enough to arrest attention. An inci- 
dent that is practically without influence should not be magnified 
by the public notice of the teacher to arrest the general attention 
of the room. A private reprimand afterwards will best subserve 
discipline. 

26. No pupil should be publicly reprimanded from the 
platform. The teacher should signify by a gesture that she is 



Manual of Discipline. 35 

displeased, aud if necessary should go quietly to the pupil, or 
beckon him to the platform. 

27. Pupils should observe perfect quiet in their seats after 
entering the room in the morning, and should not be permitted 
to leave them except from necessity. 

28. Every communication between teachers and pupils in 
matters of discipline should be made in a tone so low as not to 
be heard by other pupils sitting near. 

29. A first indication of displeasure on the part of the teacher 
should be sufficient, a second indication should be accompanied 
with demerit. 

30. Teachers should avoid lecturing on disorder; action is 
more efficacious than lecturing. It must be taken for granted 
that children know what is right, and must be held responsible 
for not doing it. The disorderly pupil must be suppressed, and 
that effectually. It is a matter of serious importance. The 
pupil that arrests the attention of the children for even three 
minutes, has literally robbed the other pupils of hundreds of 
minutes of study. 

31. Teachers should studiously, carefully, persistently avoid 
controversy with pupils during study hours. 

32. Teachers should not give too much time to preparing 
for dismission. They should cultivate alacrity on the part of 
pupils. Strike the bell for dismission at the minute — not a half 
minute before or after. 

33. When it becomes necessary for teachers to communicate 
with pupils at their desks, the interview should be conducted in 
a whisper. The replies of pupils, and their speeches in asking 
for information, should be given in a whisper. 

34. Pupils should be required to enter, leave, and pass about 
the room in as quiet a manner as possible. No boy should be 
permitted for an instant to suppose that he can leave his gentility 
outside the school with impunity. 

35. Impudence or impertinence should not be excused even 
in the first instance. 

36. Teachers should not ask or encourage apologies. If a 
pupil is ignorant concerning an offense he should be excused, if 
not ignorant, he should be held accountable. 

37. It is a grave failure for teachers to permit their pupils to 
pass from their rooms in a disorderly manner. 



36 Manual ok Discipline. 

38. Two or more pupils should never be sent to the office 
together, unless all are concerned in the same incident. A 
pupil, alone in disorder, should be interviewed alone. 

39. Ink wells should not be filled nor boards washed during 
study hours. 

40. Postpone all matters that require investigation to close 
of school if possible. 

41. Teachers in stair halls, in the morning, should prohibit 
children from stopping to engage them in conversation. 

42. Yard teachers should hold in constant recognition the 
great responsibility that rests upon them in their yard duties. 
They should not permit their eyes to wander from their watch- 
fulness. Hence they should never or rarely be found standing 
together. Teachers who can not remain in their feet during 
recess, are not well enough to be on the yard. The disorder in 
the yard will always be in exact proportion to the lack of vigi- 
lance on the part of teachers. 

43. The pupil that is guilty of any improper speech in the 
yard should not be allowed to play with his fellows for five 
days. 

44. No plays shall be permitted on the yard which injure or 
soil the clothing of the children. 

45. Talking in line on the yard or in stair halls must be 
prohibited. 

46. Teachers should make no change in the general plan 
of their work without having a consultation with the Superin- 
tendent. 

47. Teachers should make careful study of every child of 
each grade, record impressions and conclusions twice a year, and 
report finally May 1st of each year, on printed blank, as follows, 
estimating separately for boys and girls: 

TRUTHFULNESS. 

Number that exaggerate. 

Number sensitive about the truth. 

Number will falsify to save themselves from wrong-doing. 

Number will falsify to win good opinion of others. 

HABITS OF SPEECH. 

Number tale-bearers. 
Number. are gossipy. 



Manual of Discipline. 37 

Number talk for mischief on occasion. 
Number are very talkative. 
Number are profane. 
Number slangy. 

BEHAVIOR. 

Number are courteous. 

Number rough and boisterous. 

Number respectful to superiors. 

Number tyrannical to their inferiors. 

Number helpful to inferiors. 

Number on a level with their equals. 

Number assume superiority to their equals. 

Number manly, lady-like on the street. 

Number discredit to the school in public assemblies. 

MEMORY. 

Number remember words readily. 
Number remember rythmic and jingling lines. 
Number seem to help themselves to remember by associa- 
tion of ideas. 
Test the memory of each child, by committing six lines of 
prose, and six of poetry, twice during the year, and keep a 
record of test. 

Let pupils know the teacher is making this investigation. 



38 General Suggestions as to Methods. 

I 

GENERAL SUGGESTIONS AS TO METHODS. 



i. Let no task be assigned until the method of doing it has 
been explained, or until the teacher is satisfied that children 
know how to go about its preparation. 

2. Let one-third of division for spelling be devoted to spell- 
ing on the book, in Second, Third and Fourth Grades. This 
will meet the difficulty of sound blindness in many children, and 
will secure apt and correct pronunciation of the words. During 
the rest of the division the children should write their spelling 
lesson from memory, occasionally spelling orally from memory. 
It has been determined that twenty children can write from 
memory twenty words, and all be examined and the incorrect 
spelling checked inside of ten minutes. 

3. Teachers should exercise discretion as to the number of 
words to be committed, being careful not to require an excessive 
number, and remembering that an "A" class will prepare more 
words than a "B" class. 

4. Children should be required to indicate in speller by some 
regular mark, as a cross or ring, the words that have been cor- 
rected on their tablets in class room. Frequent special drills 
may be given on these words, or children may be required to 
copy them several times from their spellers. 

5. Children should frequently be required to take their 
lesson to class written from the speller, with syllables of the 
words separated by hyphens. 

6. All misspelled words in written exercises should be pre- 
served by pupils or teacher, so that they may again be referred 
to. This is a valuable practice because it involves the study of 
words embraced in the vocabulary of the child. 

7. Above all do not omit any means of labor that will enable 
the children to know the actual meaning of words. 

8. Accept no exercise in class or out of it that has not been 
done with care. 

9. Never pass words to be guessed at. Be sparingof time 
given to dictation of spelling. 



General Suggestions as to Methods. 39 

10. Other grades will use these suggestions, omitting the 
reference to spelling on the book. 

11. Teachers should remember that children learn to read 
by reading. Corrections by pupils should be avoided, as it 
involves an absolute waste of time. There is no good in having 
children interrupt the reading by saying, "He left out and," 
"She called the twice," etc. 

12. All word and definition studies shall be written on the 
board, without interrupting the reading. 

13. Some children should be at the board, throughout the 
recitation, reproducing the thought of the lesson from memory. 
Children who are seated may be permitted quietly to step to the 
board and underscore any word or expression written incorrectly, 
or omitted or misplaced capital letter. 

14. The teacher, if necessary, should repeat the lesson in 
few words, to assist children to understand it. 

15. Children should be required to read aloud their reading 
lesson at home. Children who will not do this should be required 
to read after school. 

16. A half page or more of reader should be written every 
day, at desks, with utmost care as to neatness, mark5, capitals, 
spelling. 

17. In first four grades, new and difficult words of reader 
should be placed on charts, and their pronunciation learned by 
persistent drill before children read the lesson. It is a wonder 
how any teacher can stand quietly by and see the time of the 
recitation wasted by pupils hanging and dragging over the 
words. Give the drill on the special words until children can 
read them in the lesson without hesitation. Backward readers 
may be turned over to bright readers to be heard during the last 
division of the day's work. 

18. As directed in spelling work, so in reading, the teacher 
should omit no effort to procure such material or aids as will 
enable the children to understand words and forms of expres- 
sion. If the material should be preserved, every grade in time 
would be abundantly supplied. Can a teacher escape the charge 
of indifference and lack of enterprise, who goes through the 
year without procuring and leaving something for the permanent 
use of the grade? 



40 General Suggestions as to Methods. 

19. Sometime a teacher needs a division for a special pur- 
pose. The time may be secured in the following way: On the 
previous day she may tell her children her purpose, and remark 
that she will omit reading the next day, if each pupil shall read 
the lesson at home once aloud and once silently. Or the time 
be gotten from a spelling division, by requiring each word of 
the spelling lesson, written four times, to be brought to the 
class. 

20. Descriptions at close of lesson should be read or studied 
before reading the lesson. 

21. In defining words, the attention of children should be 
called to the necessity of defining infinitives with infinitives, 
participles with participles, and so on. 

22. History is expected to give information, and correct oral 
expression. While pupils are reciting the lesson, other pupils 
should be at the board writing from memory. Any recitation 
from memory must be valuable, but the best results accrue when 
the pupil is able to give the history in language different from 
the book. 

23. New words in the history should be checked, and 
children required to get the real meaning of the text. 

24. Geography and chronology are the "eyes of history." 
The pupil largely fails to see the event,, if he does not know 
where it occurred or when it occurred. Hence it is necessary 
that the geography should go hand in hand, literally, with his- 
tory, and that certain salient or focal dates should be burnt into 
the memory. 

25. No young memory can retain a fraction of the dates of 
a history, therefore time and temper should not be uselessly 
expended in attempting impossibilities. A score of dates, years 
simply, would be all the teacher should require. These should 
be selected for their general bearing and importance, and should 
be placed on the wall before the class. With these dates laid 
away in the memory, all other events can be assigned by the 
student with reasonable approximation. 

26. Association of ideas should be brought into use in the 
history class. Thus by linking two events, one in American and 
one in English history, both will be. remembered more- easily 
than either singly. Thus Washington's Inauguration and The 



General Suggestions as to Methods. 41 

Bastile, North Carolina and Cromwell, Jamestown and Shaks- 
peare, Pennsylvania and the English Revolution. 

27. Pupils should be required in every recitation to make a 
free hand drawing of section maps to illustrate and locate events 
mentioned in the lesson, and point to the map while reciting. 
Besides this, the best maps of the countries or states should be 
displayed before the class. Maps fifteen by twenty inches should 
be made by pupils of Boston Harbor, New York, Philadelphia, 
Richmond, Charleston, Norfolk, Lake Erie, Pittsburg and so 
on, and also maps of England. 

28. Tables of family lines of kings, committed to-day, will 
be forgotten to-morrow, hence should not be reqnired. 

29. Teachers should secure and preserve pictures, portraits, 
for illustrating their work, and to be the permanent property of 
the grade. 

30. Teachers should review their work by topics, and en- 
courage children to glean from different history, poetry, maga- 
zine. 

31. Teachers should have pupils recite list of Presidents 
from time to time, mentioning those who served two terms. 

32. There is no educational value in drawing lines of latitude 
and longitude in teaching children t'o draw maps. Children are 
often wearied in such work before they reach the map proper. 
It is better to use the prepared map blanks, or forms in paste- 
board. 

33. Lists of key words in geography should be placed on 
the board, and children should recite from them. In no study 
is more time lost in asking questions than in geography. 
Teachers should also follow the printed forms of recitation, 
which should be pasted in the back of the geographies of the 
children. 

34. Teachers should remember that children can not know 
how to draw satisfactory maps without instruction. Special 
instruction should be given at one time in drawing rivers, at 
another, mountains, at another in coloring. 

35. Children should be taught and required to draw off hand 
and from memory the outline of every state and country they 
study, to locate principal cities, rivers and mountains, and in 
every recitation. This exercise will make it possible for them 



42 General Suggestions as to Methods. 

to more easily meet the requirements of history recitations when 
they reach that study. 

36. Sand and clay modeling should be carried on by pupils, 
and every facility will be furnished those teachers who are 
interested in the subject. 

37. Compositions should be written after discussing the 
pictures that are found in the text-book, the pupils being 
encouraged to seek information from any source available. 

38. Children should be encouraged to hunt for material to 
illustrate their work, and an energetic teacher can always pro- 
cure many things in the form of scenes, views, biographical and 
historical references, to places under discussion. For instance, 
St. Helena, Mt. Versuvius, Yorktown, Corsica, St. Martinique, 
Quebec, and so on. 

39. Teachers should pay a great deal of attention to the 
routes of travel and means of transportation, the meaning of 
commerce, the exchange of the products of the earth, the 
advantages of money in making exchanges, the difficulties with- 
out it. 

40. Teachers should try to show children how the surface 
and climate and surroundings of different countries influence or 
form the general character of the people. 

41. Teachers should endeavor to inform children of the 
causes that lead to the creation of great cities. 

42. Teachers should strive to preserve all aids they use in 
their work, and leave them as permanent property of the grades. 

43. When words occur which children do not understand, 
their meaning should be taught with objects as far as may be. 

44. Teachers should be careful to omit examples in arith- 
metic that are too testy, or impractical. When a teacher spends 
a division on one example which the majority of the class forget 
the next day, she should conclude that she wasted the time of 
the class. Rapid and accurate manipulation of the fundamental 
rules and principles, should be aimed at before attempting testy 
problems. 

45. Borrow or buy everything that will illustrate the work 
objectively. In money examples, use real money when amounts 
are small, school money in other examples, in marble questions 
use the marbles, in egg questions use the china eggs. Thought- 
ful teachers will observe that some children have lively imagi- 



General Suggestions as to Methods. 43 

nations and are quick to conceive and "see" the conditions of a 
question. Other children lack entirely this arithmetic imagina- 
tion. While both are benefitted by objective representation, the 
latter class of pupils absolutely demand it. No teacher will be 
able to teach the difference between linear inch, square inch, and 
cubic inch, unless the real objects are before the class. If any 
teacher thinks her children understand this difference, let her 
ask how many linear inches in a square inch, and how many 
square inches in a cubic inch. No teacher need fear that she is 
likely to give, or has ever given, too much time to object work 
in arithmetic. All the blanks of business, such as drafts, checks, 
notes, bill heads, certificates of stock, bonds, should be brought 
to the class. 

46. Teachers should remember that the recitation hour is 
not the time for practice work. Every child should have a 
separate example, and explain his own work. If he can not 
explain, try some other pupil. 

47. Teachers should remember that it is the class and not 
themselves that has been called to recitation. This needs empha- 
sizing, for the writer of these lines has heard a teacher, during 
a recitation, use ten words where the children use one. So many 
teachers interrupt and interpolate the explanations of children, 
not only in arithmetic but in other studies, that it is an evil in 
teaching of the gravest character, and deserves the attention of 
those who have a genuine desire to promote the good of those 
under their care. There are many children who resent interrup- 
tion by downright silence, and they are not always to be cen- 
sured. There is an art of skillful questioning, and teachers 
should endeavor to acquire it. 

48. The following are specimen examples that should receive 
such attention in Fifth and Sixth Grades as will make the 
children perfect in these principles. The children should be 
required to perform them objectively until the objects shall seem 
to be unnecessary. 

(a) % of 12. 

(b) 12 is % of what number? 

(c) 6-7 is y± of what ? 

(d) If 5 bushels cost $10 what will 16 bushels cost. (Use 
hats or books for bushels.) 

(e) If 5>4 bushels cost $10^ , what will 16J6 bushels cost ? 



44 General Suggestions as to Methods. 

(f) I own 5-8 of a farm, sell % of my share, how much 

have I left ? 

(g) I spend 3-7 of my money and have $16 left? 
(h) My money and its ^ = $15? 

(i) My money less is 2 /i =$24. 
(j) 5 times 2^3=10 10-3^=13^. 

49. Words are the form in which knowledge crystalizes 
itself, the vehicles by which it is communicated. Then it is a 
matter of paramount importance that children should have no 
words given them in their work they cannot understand, and 
should be made to have a clear and accurate understanding of 
every word they are required to use. In other words, all words 
that can not be understood without objective representation 
should b% explained in that way. A few words are given here 
that need objective presentation. Every grade has hundreds of 
such words: Vapor, animal kingdom, crystal, liquid, vegetable, 
germinate, solid, mineral, diameter, circumference, petals, 
stamen, sphere, cube, square, pyramid, cylinder, acute angle, 
obtuse angle, right angle, vertical, horizontal, a figure, a solid, 
hexagon, octogon. Verbs should be explained objectively where 
there is any doubt that children understand their meaning. 
Teachers will be asked to show their fellow-teachers the words 
they have selected from their grade work, and the manner in 
which they explained them. 

50. No drawing or writing division shall be placed imme- 
diately after recess. 

51. Every pupil should be encouraged to bring something 
to aid in illustration of the work. Photographs, charts, views, 
scenes, pictures, samples of products, portraits, bugs, anything 
and everything should be welcomed and treasured as a part of 
the "School Museum." In time the School Museum would 
have great value as aid in school work. 



Statistical. 45 



GENERAL STATISTICS. 



Population of School District (Estimated) 10,000 

Assessed Valuation of Property in District $2,959,410 

Assessed Valuation of Property Outside City 760,740 

Population of School District from 6 to 21 years 3,675 

Different Pupils Enrolled !. 796 

Average Number Belonging Daily 1,303 

Average Number Attending Daily 1,176 

Total Number Tardy 16 ^ 

Per Cent, of Enumeration on Population 36 

Per Cent, of Enrollment on Population 20 

Per Cent, of Enrollment on Enumeration . ...- 49 

Per Cent, of Attendance on Enrollment 65 

Per Cent, of Attendance on Number Belonging 90 

Per Cent, of Scholarship 83 

Total Number of Days Belonging 260,739 

Total Number of Days Present 235,251 

Total Number of Days Absent 25,478 

Total Number of Days in Session 200 

Total Number of Days Taught 192 

Number of Teachers 28 

Number of Pupils Belonging to Teacher 46 

Cost of Tuition for Pupil Enrolled 6 82 

Cost of Tuition for Pupil Belonging 10 10 

Cost of Tuition for Pupil Attending 18 39 

Average Salary Paid Teachers 454 75 

Total Cost of Tuition... 14,965 31 

Total Incidental Expenses 1,806 73 

Total Annual Cost 14,965 01 

Number of School Houses '. 2 

Number of School Rooms 32 

Value of School Houses 33,800 

Value of School Lots 6,000 

Value of School Furniture 3,410 

Total Value of School Property 43.210 



46 Statistical. 



SCHOOL CENSUS FOR JUNE, 1901 

(From 6 to 21 Years.) 



White Males in the City 615 

White Females in the City 641 

Total Whites in City ■ 1,256 

White Males Outside City 88 

White Females Outside City 86 

174 

Total White in Twelfth District 1,430 

Colored Males in the City 949 

Colored Females in the City 1,048 

Total Colored in the City 1,997 

Colored Males Outside City 116 

Colored Females Outside City 132 

248 

Total Colored in Twelfth District 2,245 

Total Scholastic Enumeration 3,675 



Total Census for June, 1900 3,865 



Total Census for June, 1899 3,634 



Statistical. 

PER CENTS OF SCHOLARSHIP 

By Grades in Howell School. 



47 



Grades. 



Number Enrolled .. 
Number Promoted 



Writing 

Spelling 

Reading 

Arithmetic 

Geography 

Grammar 

History of United States 

Physiology 

Book-Keeping 

English History 

English Composition 

Algebra 

Universal History 

Physical Geography 

English Literature 

Geometry 

Latin 

Natural Philosophy 

Civil Government 

Rhetoric 



100 
55 



82 
81 
80 
79 
69 
76 
86 



82 



80 



68 



78 



90 



82 



86 



'.hi 



90 
92 
93 
94 

90 

92 



L0 



DAYS IN ATTENDANCE 

By Grades in Howell School. 



Grades. 



No. from 180 to 200 

No. from 160 to 180 .... 

No. from 140 to 160 

No. from 120 to 140 

No. from 100 to 120 

No. from 80 to 100 

No. from 60 to 80 

No. from 40 to 60 

No. from 20 to 40 

No. less than 20 days 

Total No. Pupils.. 



1 


2 


24 


30 


22 


16 


13 


10 


9 


14 


9 


10 


11 


6 


2 


3 


19 


2 


20 


5 


17 


4 


146 


100 



24 
22 

12 
6 
7 
2 
4 
5 
6 

1 1 



21 
8 
3 
2 
3 
7 
4 



32 
L2 
9 
3 
5 
2 
2 
3 
7 



61 



Cii 



Children in Howell School Attending 200 Days. 



Fred Ridge. 
Elva Nichols. 
Clara Roach. 
Minnie Davis. 
Nannie Northington. 
Sara Cunningham. 



Todd Coulter. 
John Gaggstatter. 
Eva Estes. 
William Clarke. 
Susie Williams. 
Rosa Moore. 



Agnes Nicolassen. 
Louis Ross. 
May Miller. 
Ferdie Fox. 
Sara Williams. 
Crusman Titus. 



96 



88 



87 
90 



83 



9 


10 


8 


14 


7 


2 


5 




3 


1 


1 


1 


1 




1 






1 


26 


19 



Statistical. 

PER CENTS OF SCHOLARSHIP 

By Grades in Colored School. 



Grades. 


2 


3 


4 


5 


6 


7 


8 


9 


Number Enrolled 

Number Promoted ... 


189 
77 

85 

78 
87 
76 


150 
46 

83 
86 
84 
70 
81 
77 


108 
39 

79 
91 

89 
79 
87 
81 
82 


80 
35 

75 

76 

82 
70 
69 

75 

73 
65 


33 
24 

80 
84 
81 
64 
77 
88 

78 


23 
12 

82 
78 
81 
65 
69 
80 

78 


10 
4 

95 

70 
83 


8 
5 


Writing 


98 


Spelling 




Reading 




Arithmetic 

Geography 


75 


Grammar 

History of United States 

Physiology 


85 




English History 

English Composition 

Universal History 


78 
83 

75 


78 


Physical Geography 

English Literature 

Latin 








85 
87 
80 



AVERAGE AGE BY GRADES. 

First Grade, 8 years; Second Grade, 10 years; Third-Grade, 11 years; 
Fourth Grade, 12 years; Fifth Grade, 14 years; Sixth Grade, 15 years; Sev- 
enth Grade, 17 years; Eighth Grade, 16-6 years; Ninth Grade, 16-4 years. 



DAYS IN ATTENDANCE 

Y \JLC/ 
By Grades in FfoweH School. 



Grades. 


1 

46 
51 
40 
33 
39 
40 
43 
51 
58 
52 

453 


2 

47 • 
37 

17 
15 
13 
17 
9 
14 
10 
10 

189 


3 

53 
32 

18 

14 

3 

7 
6 
5 
7 
5 

150 


4 

46 
16 

8 
5 
7 
4 
10 
6 
5 
1 

108 


5 

37 
11 
5 
8 
1 
4 
7 
2 

5 

80 


6 

24 
4 
2 
1 

2 
33 


7 

14 
3 

2 
1 

1 

1 
1 

23 


8 

7 
1 
1 

1 
10 


9 


No. from 180 to 200 


3 


No. from 160 to 180 


2 


No. from 140 to 160 


1 


No. from 120 to 140 




No. from 100 to 120 




No. from 80 to 100 




No. from 60 to 80 




No. from 40 to 60 




No. from 20 to 40 


2 


No. less than 20 days 




Total No. Pupils 


8 



Children in Ht>we44 School Attending 200 Days. 



George Hunter. 
Lena Redman. 
Mamie Grady. 
Joe Garnett. 



Bettie Smith. 
Hattie Turner. 
Lillie Elliott. 
Irving Blain. 
Annie Overton. 



Junius Field. 
Bessie Barbee. 
Lizzie Dean. 
Mary Smith. 



City School Laws. 49 



CITY SCHOOL LAWS. 



CHAPTER I. 



City Ordinance Regulating the Admission of Students from Public School 
to the S. W. P. University. 

Whereas, The City of Clarksville heretofore donated to the South- 
western Presbyterian University, located at Clarksville, Tennessee, about 
forty-one (41) bonds of one thousand ($1,000) each, with the coupons 
attached, on condition that the said University shall be located at Clarks- 
ville, Tennessee, and that the City of Clarksville be entitled to have at all 
times as many as ten students in said University, to be educated free of 
charge, and the students to be selected from the Public School (white) 
within the limits and under the control of the City of Clarksville for merit 
and proficiency in their studies. 

Therefore, Be it Ordained by the Board of Mayor and Aldermen, of the 

City of Clarksville: 

Section i. That the School Commissioners elected by this Board shall, 
on or about the 1st of July of each year, elect as many students from the 
city Public School (white), Ninth Grade, under the above contract and 
under the provisions of this ordinance as may be necessary to make ten in 
attendance in the University, with a view to confer upon them scholarship 
privileges in said University; each scholarship to continue in force for a 
period of two years, and the students thus chosen shall be reported to this 
Board for confirmation as soon as practicable, and those confirmed shall 
receive from the Mayor and Recorder certificates which shall entitle them 
to scholarship privileges in the University, subject to the provisions of the 
above written contract, and this ordinance. 

Sec. 2. That these selections shall be made as a reward of merit, and 
the qualifications to be considered shall be: Deportment and studiousness 
in the Public School, and proficiency in studies, which last shall be ascer- 
tained by competitive written examination, conducted in a strictly impartial 
manner. Preference shall be given to the pupils residing within the 
corporate limits of the city, proficiency in studies and deportment being 
equal. 

Sec. 3. That the said scholarship privileges shall consist of free tuition 
in the Literary, Scientific and Commercial Departments of the University 
for the space of two collegiate years. 

Provided, however, that the appointments shall in all respects be sub- 
ject to the rules and discipline of the University. 

Sec. 4. That, as additional incentive for the appointees in diligence 
and study, and as additional reward of merit, all of the said appointees, who 
shall at the closing examination (May and June) of their scholarship term 
in the University, reach the distinction grade, that is, an average of 65-100 
in all their studies, shall be entitled to a re-appointment by the Commis- 
sioners for a third; and if at the expiration of the third year the 80-100 grade 
is reached, the successful student or students shall be entitled to a fourth 
and last year. 

Provided, however, that the students winning re-appointment shall in 
all cases be counted as a part of the ten scholarships as hereinbefore pro- 
vided. 



50 



City School Laws. 



Sec. 5. That the certificates of scholarship privileges shall expire: 

First -By their own limitation of time, as hereinbefore set fotrh. 

Second — By death or permanent disablement of appointee. 

Third By discovery of fraud in securing the appointment. 

Fourth — By dismissal from University. 

Fifth -By a failure for the period of thirty days to avail one's self of 
the appointment, except in case of sickness; when non-attendance for five 
months will forfeit the scholarship, hut may apply the following July for 
re-appointment. 

Sixth — By the resignation of the right tendered by the parent or guar- 
dian. Moreover, in all cases of vacancies, the School Commissioners shall 
immediately select suitable students to fill the unexpired terms of those 
vacating: Provided, those selected to fill such vacancies shall have equal 
privileges to win an additional year or years, as hereinbefore provided. 

SEC. 6. That if at any time the Board of School Commissioners be dis- 
organized, or for any reason be incapaciated from acting, when selections 
are to be made under this ordinance, the Board of Mayor and Aldermen 
shall perform the duties assigned to said Board of Commissioners under the 
rules laid down for their guidance in this ordinance. 

Sec. 7. Be it further ordained, That all ordinances ar parts of ordi- 
nances in conflict with this ordinance be and is hereby re iledv 

Passed final reading September 1, 1892. 



CHAPTFR II. 



Section i. Three School Commissioners shall be elected by the city, 
as follows: At the second meeting of the Board of Mayor and Aldermen in 
each year, it shall be the duty of the Hoard to elect, by a majority vote, one 
School Commissioner for the City of Clarksville, to hold office for a term of 
three years. 

Sec. 2. The duties of said Commissioners shall be the same as those 
required by the County School Commissioners, as defined in the general 
statutes of Tennessee. 

Sec. 3. In order to carry out the intent of this ordinance, it shall be the 
duty of the Board immediately after the passage of this ordinance, to elect 
one Commissioner for one year, one for two years, and one for three years. 

Sec. 4. All ordinances or parts of ordinances conflicting herewith are 
hereby repealed. [Passed April 2, 1878. | 



CHAPTFR 111. 



Section i. That the plan of instruction and the organization of the 
system of Public Schools shall be such as may be adopted by the School 
Commissioners of the City of Clarksville, and approved by the City Coun- 
cil, and shall not be changed except by a two-thirds vote of the Board; any 
alteration to be submitted to the City Council for approval or rejection. 

Sec. 2. Pupils allowed to attend the Public Schools of the City of 
Clarksville shall be from six to twenty-one years of age, and they shall be 
under charge of such teachers and in such buildings as the corporation may 
deem most desirable. 

Sec. 3. The children and wards of actual residents within the corporate 
limits of the city shall be entitled to scats as- pupils of the Public Schools: 



City School Laws. 51 

Provided, That said children shall be bona ride residents of the city. 
Children not residents of the city may be admitted to the city schools by 
the School Commissioners on such terms and conditions as may be adopted 
from time to time. 

Sec. 4. That on the first Tuesday in May, each year, it shall be the duty 
of the School Commissioners to prepare and file with the Mayor a statement 
of the amount of money, as nearly as can be estimated, which will be 
required for the maintenance of the Public Schools for the succeeding 
scholastic year beginning July 2d. That said statement shall set forth the 
various items of expense as nearly as possible, and shall be signed officially 
by the President of the Board. That in the annual tax levy a sufficient per 
cent, shall be included to meet the expenses required in the statement of 
the said School Commissioners: Provided, That it does not exceed the rate 
of taxation allowed by the State for school purposes. 

Sec. 5. The money paid by the City Marshal to the Treasurer of the 
city, for school purposes, shall be transferred by him to the Clerk and 
Treasurer of the School Commissioners, taking his receipt for the same. 

Sec. 6. The Treasurer of the School Commissioners shall give bond to 
the Mayor and City Council, satisfactory to them, in the sum of five thou- 
sand dollars, for the faithful performance of his duty. 

Sec. 7. The money thus paid over shall be subject to the direct man- 
agement and control of the School Commissioners, subject to such restraints 
of checking as may be considered expedient by them. 

Sec. 8. The School Commissioners shall report to the City Council at 
their monthly meetings in February and July, a full account of the receipts 
and expenditures of the preceding half year. 

Sec. 9. Any person injuring the school building or other property shall 
be liable to a fine of double the amount of damage done. And any person 
loitering around the schools, while in session, for the purpose of disturbing 
them, shall be liable to arrest by the police, and to a fine of not less than 
five nor more than five hundred dollars, at the discretion of the Recorder. 
The Public School buildings, after being completed, shall be used for no 
other than educational purposes. 

Sec. 10. This ordinance is adopted in lieu of all previous enactments 
inconsistent with same, with reference to the Public Schools of the city of 
Clarksville, and shall take effect from and after its passage. [Passed 
May 9, 1879.J 



52 Organization and Government. 



ORGANIZATION AND GOVERNMENT 



OF THE 



Clarksville Public Schools. 



The following plan of schools, and rules for their government, have 
been adopted by the Board of Education: 

CHAPTER I. 

PLAN AND RULES OF THE PUBLIC SCHOOLS. 

i. The schools are divided into Primary, Intermediate, Grammar and 
High School Departments, and into ten grades. 

2. In the Primary Department are taught: The Alphabet, Spelling, 
Reading, Phonetics, Arithmetic, Writing, Singing, Composition, Geography 
— embracing the first three grades. 

3. In the Intermediate Department are taught: Reading, Spelling, Pho- 
netics, Arithmetic, Grammar, Writing, Ceography, Composition, Music — 
embracing the next two grades. 

4. In the Grammar Department are taught: Reading, Spelling, Pho- 
netics, Arithmetic, Physiology, Book-Keeping, Grammar, Geography, Dec- 
lamation, Composition, Music, Writing, History of United States, Familiar 
Science — embracing the Sixth and Seventh Grades. 

5. In the High School Department are taught: Reading, Elocution, 
Declamation, Composition, Arithmetic, Algebra, History of England, Book- 
Keeping, History of United States, Geometry, Rhetoric, History of the 
World, English Literature, Physical Geography, Writing, Drawing, Music, 
Latin, Nat. Philosophy — embracing the Eighth, Ninth and Tenth Grades. 



6. In the schools there are two terms a year, each of five months. The 
first term commences on the first Monday in September or the last Monday 
in August. The second term commences on the first Monday in February 
or the last in January, and closes at the end of the tenth school month, 
reckoning from the time of opening the Fall term. 

HOURS OF TUITION. 

7. The schools are opened daily, except on Saturdays and Sundays. 
During the school months of September, October, April, May and June, the 
regular school hours are from 8:30 a.m. to 2:30 p.m. During the school 
months of November, December, January,- February and March, 'the school 



Organization and Government. 53 

hours are from 9 a. m. to 3 p. m., with an intermission of ten minutes about 
10 o'clock, and another of thirty minutes about 12 o'clock. 

8. Half an hour previous to the time for opening school, the gates and 
doors must be opened. 

VACATION AND HOLIDAYS. 

9. From the close of schools in June till the last Monday in August, or 
the first Monday in September, the schools are vacated. The holidays are 
inclusive of Christmas and New "V ear's day, Thanksgiving, and such other 
days as may be ordered by the Board. 



CHAPTER II. 

RULES FOR PUPILS. 

1. All children between the age of six and twenty-one years who reside 
in the corporate limits of Clarksville can attend the city schools free, and 
those outside the corporation may attend under such restrictions as the 
Board may determine upon, provided they are laboring under no contageous 
disease, and have been vaccinated; and provided, every pupil not of the 
Twelfth District, who is at school two weeks, shaO pay for one month, at the 
rate of one dollar and twenty-five cents per month, in first five grades, and 
two dollars per month in Six, Seventh, Eighth, Ninth and Tenth; and 
further, that all tuition must be paid in advance. 

2. All books furnished to pupils by the Board must be returned to the 
Board when such pupils leave school. 

3. Pupils shall comply with the rules and .regulations for the govern- 
ment of the school to which they are assigned, and submit to such penalties 
or punishment as may be prescribed for bad conduct. Should parents or 
guardians object to the infliction of corporal punishment upon their children 
or wards, such objection must be made known to the Superintendent in 
writing, and upon the infraction of any rule by such pupil, he or she may 
be suspended by the Superintendent, and only reinstated by the Board. 

4. Profane and indecent language, and the use of tobacco, are posi- 
tively prohibited, and cleanness of person and clothing required. Repeated 
neglect of this rule shall subject the pupil to expulsion. 

5. Pupils after entering the school premises will only be permitted to 
leave with the consent of the teacher. Loud and boisterous playing will 
not be allowed. 

6. Pupils who shall injure or deface school property must pay in full 
for all damages. Failing to do so within two weeks, such pupils shall be 
subject to suspension, and shall only be admitted through the action of the 
Board. 

7. Pupils who shall purposely absent themselves from any school ex- 
amination or public exeicise of the school, may be suspended, and shall not 
be allowed to return except at the option of the Board. 

8. Whenever the example of any pupil shall become injurious to the 
school, through indolence, neglect of rules, or any other cause, and refor- 
mation shall appear hopeless, the parents or guardian of such pupil shall 
be requested to withdraw such pupil from school. Should the parent or 
guardian fail to comply with this request, the pupil may be suspended. 

9. Pupils shall go directly to and from school, refraining from playing, 
quarreling, fighting or loitering by the way, being subject to the regular 
rules while en route. 



54 Organization and Government. 

io. Each pupil shall be responsible for the cleanliness and order of his 
seat and books, and for the floor in his immediate vicinity. 

11. Regular and punctual attendance is enjoined upon all. Any pupil 
who is absent from school two successive days, or three in one week, or six 
days in one month, unless leave of absence has been previously obtained, or 
a satisfactory excuse given by the parent or guardian (or who is frequently 
tardy), shall be reported through the Superintendent to the Board for sus- 
pension. An excuse for tardiness from the parents will secure the seat to 
the child, but unless for sickness or other satisfactory reasons the tardy will 
stand against the pupil, and three tardies in the session will suspend him: 
Provided, that not more than three excused tardies shall be allowed to a 
single pupil; and further provided, that where a pupil is suspended twice, he 
shall be reinstated at the option of the Board. 

12. When a pupil has been in "disgrace" two times, a demerit notice 
will be sent to parents by the teacher. A third disgrace will suspend him 
for not less than ten nor more than fifteen school days. A pupil is in dis- 
grace when reported to the Superintendent for failure in deportment or 
study. Excuses for absence, or requests for dismissal before the close of 
the school, must be made in writing or in person by the parent or guardian, 
but teachers hope parents will not send those requests except under the 
most exacting circumstances. 

13. All suspensions of pupils shall be reported by the Superintendent 
to the Board of Education at the next regular meeting after such suspen- 
sion, with all attendant circumstances, expulsion being discretionary with 
the Board. 

14. Pupils or parents having cause for complaint will seek redress, first 
before the Principal of the building, and if not satisfied, will lay the case 
before the Superintendent, or finally, before the Board. 

15. Pupils will not be. permitted to bring to school any papers, periodi- 
cals, novels, or any books other than they study. The teacher is enjoined 
to take all such papers and books from pupils. 

16. The books used and the studies pursued shall be such as the Board 
of Education may prescribe. 

17. Pupils must be provided with all necessary books, slates, pencils, 
etc., required in the respective grades. Failing to provide themselves with 
such articles after two weeks' notification, will subject them to suspension. 

18. In case of the temporary withdrawal of a pupil, he or she, on return- 
ing, shall be examined by the Superintendent, and if found deficient, shall 
be reduced in grade. 

19. Pupils who leave school before the close of the session will not be 
promoted except after satisfactory examination by the Superintendent. 

20. Pupils who fail for two consecutive quarters to earn a scholarship 
average of 50 per cent, will be reduced in grade. 

21. All pupils obtaining an average scholarship of not less that 65 will 
be promoted; provided they do not fall below 50 in Mathematics. And 
further provided, that Third and Sixth Grade scholars shall obtain 70 on 
scholarship and 50 on Arithmetic, and Seventh and Eighth Grades shall 
obtain 75 per cent, on scholarship and 60 on Mathematics. 

22. Testimonials of Scholarship will be given those who complete the 
full course of Scholarship, and whose conduct has been creditable during 
their connection with the schools, provided they obtain 80 per cent, on 
scholarship and 60 onMathematics. 

23. Pupils who fail to pass grade on two studies may be re-examined 
at the discretion of Superintendent, but the Superintendent is positively 
forbidden to examine any pupil who fails on more than two studies. 



Organization and Government. 55 

24. Children dismissed by request, must remain after school twenty 
minutes, unless they present notice of sickness, or a statement that they 
are diseased. These must be detained if they abuse their privilege. 



CHAPTER III. 

RULES FOR TEACHERS. 

i. At a time of each year to be specified by the Board, there will be an 
examination of applicants for positions in City Schools. The examination 
will be in writing, and will be conducted by the Superintendent in connec- 
tion with the Committee on Instruction. 

2. The election of teachers shall take place as soon after their examina- 
tion as possible. 

3. Teachers must be at their school rooms at least thirty minutes before 
the time of opening, else they will be marked tardy, and so reported to the 
Board. 

4. Teachers must endeavor to acquaint themselves with the cause of 
disaffection on the part of parents, and, as far as possible, remove the cause 
thereof. 

5. Teachers must visit the parents of their respective pupils at least 
once during each session. 

6. Teachers will be held responsible for school property intrusted to 
their charge, and for the cleanliness and neatness of their respective rooms, 
furniture and pupils. 

7. No teacher will be permitted to introduce into schools any sectarian 
views as regards religion, or any partisan or sectional views as regards 
politics. 

S. Teachers must promptly and cheerfully attend all appointments 
made by the Superintendent, and carry out his instructions fully. 

9. In case of absence from sickness, or other cause, they shall send 
timely written notice thereof to the Principal, and he, in conjunction with 
the Superintendent, shall provide a substitute to fill the place from the list 
furnished by the Board of Education. 

10. Teachers must keep their registers neatly and correctly, and must 
make out their reports on Friday of each week. 

11. Teachers shall hold their places during the pleasure of^ the Board, 
and shall not be at liberty to resign without giving one month's notice of 
such intention. 

12. They shall take immediate steps to ascertain the cause of all 
absences. 

13. They shall enjoin upon pupils, by precept as well as by example, 
the necessity for cleanliness of person and dress, and the abstinence from 
the use of tobacco upon the premises. 

14. Teachers have jurisdiction over pupils other than their own when 
the immediate teacher or teachers of such pupils are not present. 

15. Teachers shall be responsible for the "discipline of government" of 
their rooms. They shall use kind and persuasive measures with their 
pupils, and should these fail, may resort to the rod, if the Principal 
approves. A record of all such punishments must be kept, showing date, 
cause, and extent of punishment. 

16. No teacher will be permitted to advertise in school any public 
meeting or entertainment, or any outside enterprise whatever. 



56 Organization and Government. . 

17. The teachers in charge of a study hall must read in the hearing of 
their pupils, the first Monday in each month, the rules for pupils. 



CHAPTER IV. 

RULES FOR SUPERINTENDENT. 

1. It is the duty of the Superintendent to devote himself to the study of 
the school system of the city, and to keep himself acquainted with the pro- 
gress of instruction and discipline in other places, that he may suggest 
appropriate means for the advancement of the Public Schools. 

2. He must attend the meetings of the Board. 

3. He shall have the general supervision of all the Public Schools in 
the city, and be specially charged with the duty'of explaining the system 
of education, and the rules and regulations presented by the Board. 

4. He shall, as often as practicable, visit each school and suggest the 
best modes of instruction and discipline, and observe the success of the 
same. He shall make suggestions in relation thereto to the Board of Edu- 
cation, and report specially to it when, in his opinion, it may be advisable 
to do so. 

5. He shall keep a register containing an accurate abstract of the 
statistical reports from the various schools, and at the close of each school 
year shall present the same, with the report of his own labors, and such 
suggestions and other information as he may deem worthy of notice. 

6. He shall give to the members of the Board such information and aid 
as shall be in his power in the selection and employment of teachers. 

7. He shall receive such compensation as may from time to time be 
allowed by the Board of Education. 

8. A report, which shall contain an enumeration of the scholastic popu- 
lation of the city, and such other information as maj be wanted, shall be 
submitted annually to the Board on or before October 1st. 

9. He shall hold normal meetings semi-monthly for the benefit of the 
corps of teachers. 

SUGGESTIONS 

By State Board of Health Concerning Health Regulations for 
Schools, Public and Private. 



1. No pupil should be allowed to attend school who has not been suc- 
cessfully vaccinated, or in whom non-susceptibility has not been demon- 
strated. 

2. School premises, rooms, halls, passages, grounds and out-buildings 
should be kept scrupulously clean and in good order. 

3. Recitation and study rooms should be kept well ventilated, and a 
uniform temperature as near 65 degrees Fahrenheit as possible should be 
maintained. 

4. Cleanliness of person and clothing of pupil should be exacted. The 
dress can be clean, no matter how cheap or worn. 

5. Neither pupils or teachers should be allowed to enter a school build- 
ing while small-pox, measles, scarlet fever or diphtheria exists in the house 
or place of residence of such pupils or teachers. 

6. When small-pox, scarlet fever, measles or diphtheria has existed in 
the family of a pupil, such pupil should not be allowed to resume attend- 
ance until the attending physician furnishes a written statement that it is 
safe and prudent to allow such attendance. 



LIBRARY OF CONGRESS 



021 507 179 



